Developing rich and quickly accessed knowledge of an artificial grammar

Sallas, Bill; Mathews, Robert C.; Lane, Sean M.; Sun, Ron

doi:10.3758/bf03192943

Cited by 18 publications

(15 citation statements)

References 26 publications

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“…Our findings are more consistent with a view that emphasizes the interaction between such knowledge (e.g., Klein, 1998;Koriat et al, 2008;Lane et al, 2008;Mathews et al, 1989;Sallas et al, 2007). Specifically, participants in our experiments appeared to use automatically acquired knowledge (i.e., the perception of overall effectiveness) to explicitly estimate the effects of interventions.…”

Section: Discussionsupporting

confidence: 80%

“…We also assume that both types of knowledge interact such that they can both influence decisions. Experience-and model-based knowledge are often intermingled, and decision makers may not be aware of how the different types of knowledge are impacting their decisions (e.g., Klein, 1998;Lane et al, 2008;Sallas et al, 2007). We next elaborate on this issue of interaction by noting its core elements in related theoretical views and in several diverse lines of psychological research.…”

Section: Abstract Implicit Learning Decision Makingmentioning

confidence: 99%

“…In past research, we have argued that people often rely on two general types of knowledge when making decisions or solving problems: experience based and model based (Lane, Mathews, Sallas, Prattini, & Sun, 2008;Mathews et al, 1989;Sallas, Mathews, Lane, & Sun, 2007; for similar ideas, see Koriat, Nussinson, Bless, & Shaked, 2008). On this view, experience-based knowledge is acquired relatively directly from the environment, can be abstracted from multiple encounters with stimuli (e.g., Mathews et al, 1989), and is often difficult to articulate (e.g., Lewicki, 1986).…”

Section: Abstract Implicit Learning Decision Makingmentioning

confidence: 99%

“…Within the memory and decision-making literatures, there are a number of examples where these general impressions can guide behavior. Such experience-based impressions can be acquired in complex situations with little effort, but they contain limited information, supporting fast but not always accurate responding (Domangue, Mathews, Sun, Roussel, & Guidry, 2004;Sallas et al, 2007).…”

Section: Abstract Implicit Learning Decision Makingmentioning

confidence: 99%

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Getting it right generally, but not precisely: learning the relation between multiple inputs and outputs

et al. 2011

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In real-world situations, people are often faced with the complex task of deciding which of many potential variables are affecting their own or others' behavior, as well as noting which specific aspects of behavior are being affected. Although it is common for professionals who encounter such conditions to claim that they acquire accurate and specific knowledge from their experience, it is unclear that such confidence is justified. Using a managerial task, we examined participants' ability to learn how various interventions affect various aspects of their employees' performance. The results of three experiments reveal that although participants appear to avoid prescribing an intervention that has a positive effect on a primary performance measure and a negative side effect on a secondary measure, when asked directly about the impact of the intervention, they respond by reducing their judgments of its positive impact. This was true regardless of whether participants indicated clear knowledge of its negative side effect (Experiment 3) or did not (Experiments 1 and 2). Thus, participants appear to be automatically integrating across the effects on different outcome measures.

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Section: Discussionsupporting

confidence: 80%

Section: Abstract Implicit Learning Decision Makingmentioning

confidence: 99%

Section: Abstract Implicit Learning Decision Makingmentioning

confidence: 99%

Section: Abstract Implicit Learning Decision Makingmentioning

confidence: 99%

See 2 more Smart Citations

Getting it right generally, but not precisely: learning the relation between multiple inputs and outputs

et al. 2011

Self Cite

View full text Add to dashboard Cite

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“…For instance, explicit categorization tasks can be presented as "diagnoses" (Castro & Wasserman, 2007;Wasserman & Castro, 2005), and implicit categorization tasks can be presented as the detection of "secret code words" embedded in artificial grammars (Sallas, Mathews, Lane, & Sun, 2007). Causal reasoning has been presented as a scientist uncovering the workings of a "black box" with light rays and atoms (Johnson & Krems, 2001), or using electrical circuits (Johnson & Mayer, 2010), or many other back stories (Dixon & Banghert, 2004;Dixon & Dohn, 2003;Ozubko & Joordens, 2008;Stephen, Boncoddo, Magnuson, & Dixon, 2009).…”

Section: Gaming-up Experimentsmentioning

confidence: 99%

Gamelike features might not improve data

et al. 2012

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Many psychological experiments require participants to complete lots of trials in a monotonous task, which often induces boredom. An increasingly popular approach to alleviate such boredom is to incorporate gamelike features into standard experimental tasks. Games are assumed to be interesting and, hence, motivating, and better motivated participants might produce better data (with fewer lapses in attention and greater accuracy). Despite its apparent prevalence, the assumption that gamelike features improve data is almost completely untested. We test this assumption by presenting a choice task and a change detection task in both gamelike and standard forms. Response latency, accuracy, and overall task performance were unchanged by gamelike features in both experiments. We present a novel cognitive model for the choice task, based on particle filtering, to decorrelate the dependent variables and measure performance in a more psychologically meaningful manner. The model-based analyses are consistent with the hypothesis that gamelike features did not alter cognition. A postexperimental questionnaire indicated that the gamelike version provided a more positive and enjoyable experience for participants than the standard task, even though this subjective experience did not translate into data effects. Although our results hold only for the two experiments examined, the gamelike features we incorporated into both tasks were typical of-and at least as salient and interesting as those usually used by-experimental psychologists. Our results suggest that modifying an experiment to include gamelike features, while leaving the basic task unchanged, may not improve the quality of the data collected, but it may provide participants with a better experimental experience.

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Do children with developmental dyslexia have impairments in implicit learning?

2010

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We explored implicit learning in a group of typically developing and developmental dyslexic primary school children (9-12 y) using a modified artificial grammar learning task. Performance was calculated using two measures of performance: a perfect free recall (PFR) score and a grammaticality judgment score. Both groups of children required the same amount of exposure to memorize the items (i.e. PFR performance) (t((30))=1.620, p>0.05; p-value reported two-tailed). However, repeated measures ANOVA (Participant type x Grammaticality x Chunk strength) revealed a Participant type effect for grammaticality judgment scores (F((1,30))=4.521, p<0.05; p-value reported two-tailed). Typically developing children showed above chance performance in terms of both grammaticality and chunk strength of the stimuli. Children with developmental dyslexia on the other hand, failed to show implicit learning irrespective of the substring characteristics (i.e. grammaticality or chunk strength). We propose that children with developmental dyslexia may be impaired in their implicit rule abstraction mechanism, which can partially explain their persistent reading problems.

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Developing rich and quickly accessed knowledge of an artificial grammar

Cited by 18 publications

References 26 publications

Getting it right generally, but not precisely: learning the relation between multiple inputs and outputs

Getting it right generally, but not precisely: learning the relation between multiple inputs and outputs

Gamelike features might not improve data

Do children with developmental dyslexia have impairments in implicit learning?

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