Item order matters in a function learning task

Kwantes, Peter J., Neal, Andrew and Kalish, Michael (2012). Item order matters in a function learning task. In: Special Issue: 2011 Festschrift for Douglas J. K. Mewhort. Meeting on Human Memory and Computational Cognitive Modelling, Winnipeg Canada, (90-97). 7 June 2012. doi:10.1037/a0026639

Author Kwantes, Peter J.
Neal, Andrew
Kalish, Michael
Title of paper Item order matters in a function learning task
Conference name Meeting on Human Memory and Computational Cognitive Modelling
Conference location Winnipeg Canada
Conference dates 7 June 2012
Proceedings title Special Issue: 2011 Festschrift for Douglas J. K. Mewhort   Check publisher's open access policy
Journal name Canadian Journal of Experimental Psychology - Revue Canadienne De Psychologie Experimentale   Check publisher's open access policy
Place of Publication Ottawa, ON, Canada
Publisher Canadian Psychological Association
Publication Year 2012
Sub-type Fully published paper
DOI 10.1037/a0026639
ISSN 1196-1961
Volume 66
Issue 2
Start page 90
End page 97
Total pages 8
Collection year 2013
Language eng
Abstract/Summary In a function learning task, participants are taught the relationship between 2 variables, a predictor (e.g., the dosage of a drug) and a criterion (e.g., its effect on mood). Of particular interest in this article is the question of what information does a participant use to generate a response for test examples that fall outside the training region—so-called, extrapolation items. In this article, we test whether the presentation of training items has an impact on the pattern of responses for items requiring participants to extrapolate, and examine, whether the 2 dominant accounts of function learning (Population of Linear Experts [POLE]: Kalish, Lewandowsky, & Kruschke, 2004; and Extrapolation Association Model [EXAM]: DeLosh, Busemeyer, & McDaniel, 1997) can account for this effect. The results show that a manipulation of trial-to-trial changes in the relative magnitudes of the predictor and criterion does influence subsequent extrapolation, and neither POLE, nor EXAM, was able to account for this effect in their current forms. We demonstrate that a model that encodes information about the trial-to-trial changes in the predictor and criterion, and which subsequently uses this information to adjust the retrieved value of the criterion, can account for the effect.
Keyword Function learning
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Conference Paper
Collections: Official 2013 Collection
School of Psychology Publications
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