Strategy Development and Feedback Processing During Complex Category Learning
In this study, 38 young adults participated in a probabilistic A/B prototype category learning task under observational and feedback-based conditions. The study compared learning success (testing accuracy) and strategy use (multi-cue vs. single feature vs. random pattern) between training conditions...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2021-11-01
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| Series: | Frontiers in Psychology |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2021.672330/full |
| _version_ | 1818900071605862400 |
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| author | Victoria Tilton-Bolowsky Sofia Vallila-Rohter Yael Arbel |
| author_facet | Victoria Tilton-Bolowsky Sofia Vallila-Rohter Yael Arbel |
| author_sort | Victoria Tilton-Bolowsky |
| collection | DOAJ |
| description | In this study, 38 young adults participated in a probabilistic A/B prototype category learning task under observational and feedback-based conditions. The study compared learning success (testing accuracy) and strategy use (multi-cue vs. single feature vs. random pattern) between training conditions. The feedback-related negativity (FRN) and P3a event related potentials were measured to explore the relationships between feedback processing and strategy use under a probabilistic paradigm. A greater number of participants were found to utilize an optimal, multi-cue strategy following feedback-based training than observational training, adding to the body of research suggesting that feedback can influence learning approach. There was a significant interaction between training phase and strategy on FRN amplitude. Specifically, participants who used a strategy in which category membership was determined by a single feature (single feature strategy) exhibited a significant decrease in FRN amplitude from early training to late training, perhaps due to reduced utilization of feedback or reduced prediction error. There were no significant main or interaction effects between valence, training phase, or strategy on P3a amplitude. Findings are consistent with prior research suggesting that learners vary in their approach to learning and that training method influences learning. Findings also suggest that measures of feedback processing during probabilistic category learning may reflect changes in feedback utilization and may further illuminate differences among individual learners. |
| first_indexed | 2024-12-19T19:58:02Z |
| format | Article |
| id | doaj.art-dfbb58dd4fce45428841ff8ec66d1b77 |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-12-19T19:58:02Z |
| publishDate | 2021-11-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-dfbb58dd4fce45428841ff8ec66d1b772022-12-21T20:07:45ZengFrontiers Media S.A.Frontiers in Psychology1664-10782021-11-011210.3389/fpsyg.2021.672330672330Strategy Development and Feedback Processing During Complex Category LearningVictoria Tilton-BolowskySofia Vallila-RohterYael ArbelIn this study, 38 young adults participated in a probabilistic A/B prototype category learning task under observational and feedback-based conditions. The study compared learning success (testing accuracy) and strategy use (multi-cue vs. single feature vs. random pattern) between training conditions. The feedback-related negativity (FRN) and P3a event related potentials were measured to explore the relationships between feedback processing and strategy use under a probabilistic paradigm. A greater number of participants were found to utilize an optimal, multi-cue strategy following feedback-based training than observational training, adding to the body of research suggesting that feedback can influence learning approach. There was a significant interaction between training phase and strategy on FRN amplitude. Specifically, participants who used a strategy in which category membership was determined by a single feature (single feature strategy) exhibited a significant decrease in FRN amplitude from early training to late training, perhaps due to reduced utilization of feedback or reduced prediction error. There were no significant main or interaction effects between valence, training phase, or strategy on P3a amplitude. Findings are consistent with prior research suggesting that learners vary in their approach to learning and that training method influences learning. Findings also suggest that measures of feedback processing during probabilistic category learning may reflect changes in feedback utilization and may further illuminate differences among individual learners.https://www.frontiersin.org/articles/10.3389/fpsyg.2021.672330/fullstrategy developmentcategory learningfeedback processingfeedback related negativityprobabilistic learning |
| spellingShingle | Victoria Tilton-Bolowsky Sofia Vallila-Rohter Yael Arbel Strategy Development and Feedback Processing During Complex Category Learning Frontiers in Psychology strategy development category learning feedback processing feedback related negativity probabilistic learning |
| title | Strategy Development and Feedback Processing During Complex Category Learning |
| title_full | Strategy Development and Feedback Processing During Complex Category Learning |
| title_fullStr | Strategy Development and Feedback Processing During Complex Category Learning |
| title_full_unstemmed | Strategy Development and Feedback Processing During Complex Category Learning |
| title_short | Strategy Development and Feedback Processing During Complex Category Learning |
| title_sort | strategy development and feedback processing during complex category learning |
| topic | strategy development category learning feedback processing feedback related negativity probabilistic learning |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2021.672330/full |
| work_keys_str_mv | AT victoriatiltonbolowsky strategydevelopmentandfeedbackprocessingduringcomplexcategorylearning AT sofiavallilarohter strategydevelopmentandfeedbackprocessingduringcomplexcategorylearning AT yaelarbel strategydevelopmentandfeedbackprocessingduringcomplexcategorylearning |