...
  • 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>Journal of Experimental Psychology. General >Is It Better to Select or to Receive? Learning via Active and Passive Hypothesis Testing
【24h】

Is It Better to Select or to Receive? Learning via Active and Passive Hypothesis Testing

机译：选择还是接收更好？通过主动和被动假设检验学习

获取原文
获取原文并翻译 | 示例
           
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

People can test hypotheses through either selection or reception. In a selection task, the learner actively chooses observations to test his or her beliefs, whereas in reception tasks data are passively encountered. People routinely use both forms of testing in everyday life, but the critical psychological differences between selection and reception learning remain poorly understood. One hypothesis is that selection learning improves learning performance by enhancing generic cognitive processes related to motivation, attention, and engagement. Alternatively, we suggest that differences between these 2 learning modes derives from a hypothesis-dependent sampling bias that is introduced when a person collects data to test his or her own individual hypothesis. Drawing on influential models of sequential hypothesis-testing behavior, we show that such a bias (a) can lead to the collection of data that facilitates learning compared with reception learning and (b) can be more effective than observing the selections of another person. We then report a novel experiment based on a popular category learning paradigm that compares reception and selection learning. We additionally compare selection learners to a set of "yoked" participants who viewed the exact same sequence of observations under reception conditions. The results revealed systematic differences in performance that depended on the learner's role in collecting information and the abstract structure of the problem.
机译：人们可以通过选择或接受来检验假设。在选择任务中，学习者主动选择观察来测试他或她的信念，而在接收任务中，则被动地遇到数据。人们在日常生活中经常使用两种形式的测试，但是人们对选择学习和接受学习之间的关键心理差异仍然知之甚少。一种假设是选择学习通过增强与动机，注意力和参与有关的通用认知过程来提高学习成绩。另外，我们建议这两种学习模式之间的差异源于假设相关的抽样偏见，当一个人收集数据以测试他或她自己的假设时会引入这种偏见。利用顺序假设检验行为的影响模型，我们显示出这样的偏见（a）与接受学习相比，可以导致收集有助于学习的数据，并且（b）比观察另一个人的选择更有效。然后，我们基于流行的类别学习范式报告了一项新颖的实验，该范式将接收和选择学习进行了比较。我们还将选择学习者与一组在接收条件下观察到的观察序列完全相同的“受过屈曲的”参与者进行比较。结果表明，系统的性能差异取决于学习者在收集信息中的作用和问题的抽象结构。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号