Research article summary (published 30 Dec 2005):

On the role of causal intervention in multiple-cue judgment: positive and negative effects on learning.

Full Abstract

Previous studies have suggested better learning when people actively intervene rather than when they passively observe the stimuli in a judgment task. In 4 experiments, the authors investigated the hypothesis that this improvement is associated with a shift from exemplar memory to cue abstraction. In a multiple-cue judgment task with continuous cues, the data replicated the improvement with intervention and participants who experimented more actively produced more accurate judgments. In a multiple-cue judgment task with binary cues, intervention produced poorer accuracy and participants who experimented more actively produced poorer judgments. These results provide no support for a representational shift but suggest that the improvement with active intervention may be limited to certain tasks and environments. ((c) 2006 APA, all rights reserved).

Author information

Author/s: Enkvist, Tommy (T); Newell, Ben (B); Juslin, Peter (P); Olsson, Henrik (H);

Affiliation: Department of Psychology, Uppsala University, Uppsala, Sweden. tommy.enkvist(-atsign-)psyk.uu.se

Journal and publication information

Publication Type: Comparative Study; Journal Article; Research Support, Non-U.S. Gov't

Journal: Journal of experimental psychology. Learning, memory, and cognition (J Exp Psychol Learn Mem Cogn), published in United States. (Language: eng)

Reference: 2006-Jan; vol 32 (issue 1) : pp 163-79

Dates: Created 2006/02/15; Completed 2006/09/08; Revised 2006/11/15;

PMID: 16478348, status: MEDLINE (last retrieved date: 2/18/2009)

Sourced from the National Library of Medicine. Abstract text and other information may be subject to copyright.

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MeSH headings (categories)

This article was linked to the MeSH Headings (categories) shown below.

Adult Association Learning Attention Concept Formation Cues Female Humans

Humans Judgment Learning Male Probability Learning Problem Solving Reading

Note: Bold headings indicate primary MeSH headings or qualifiers.

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