How prior knowledge affects selective attention during category learning: An eyetracking study

Abstract

Research has shown that category learning is affected by (a) attention, which selects which aspects of stimuli are available for further processing, and (b) the existing semantic knowledge that learners bring to the task. However, little is known about how knowledge affects what is attended. Using eyetracking, we found that (a) knowledge indeed changes what features are attended, with knowledge-relevant features being fixated more often than irrelevant ones, (b) this effect was not due to an initial attentional bias toward relevant dimensions but rather emerged gradually as a result of observing category members, and (c) this effect grew even after a learning criterion was reached, that is, despite the absence of negative feedback. We argue that models of knowledgebased learning will remain incomplete until they specify mechanisms that dynamically select prior knowledge in response to observed category members and which then directs attention to knowledge-relevant dimensions and away from irrelevant ones.

Unsupervised learning of facial emotion decoding skills

“…Another study on visual category learning found that semantic category knowledge can help to direct attention to relevant stimulus dimensions (Kim and Rehder, 2011). …”

Differences of Mean Scores on the Preliminary Scholastic Aptitude Test (PSAT) for Classical Christian Schools Compared to Non-Classical Christian Schools

“…Closely related to studies of prior knowledge and learning is the study by Kim and Rehder (2011) on selective attention and prior knowledge. According to Kim and Rehder (2011), "little is understood about how knowledge affects attention," (p. 650) but investigating this gap in understanding is important "because any theory of how knowledge influences learning is incomplete without an account of how it alters what category information is attended and thus processed" (p. 650). Since almost nothing is known about the interaction of prior knowledge and attending, the researchers chose eye tracking as a "relatively direct measure of selective attention during knowledge-based category learning" (Kim & Rehder, 2011, p. 650).…”

“…Since almost nothing is known about the interaction of prior knowledge and attending, the researchers chose eye tracking as a "relatively direct measure of selective attention during knowledge-based category learning" (Kim & Rehder, 2011, p. 650). Researchers Kim and Rehder (2011) decided on three main questions of inquiry, the first of which was: Does knowledge induce any change to what is attended; i.e., to direct toward one at the expense of another? Kim and Rehder (2011) pointed to research showing connections between "encoding and inferential processes but not selective attention" (p. 650) on knowledge and category learning.…”

“…Researchers Kim and Rehder (2011) decided on three main questions of inquiry, the first of which was: Does knowledge induce any change to what is attended; i.e., to direct toward one at the expense of another? Kim and Rehder (2011) pointed to research showing connections between "encoding and inferential processes but not selective attention" (p. 650) on knowledge and category learning. Another question would be that if attention and prior knowledge are correlated in some way, does prior knowledge serve to preselect attention or offer categories for initial hypotheses for mental investigation?…”

Unconscious learning processes: mental integration of verbal and pictorial instructional materials

“…fear, anger, pleasure, hopes, or desire) and sensory information are not amenable to a complete evaluation. Even the conscious evaluation process itself, respecting desirable and undesirable values of information, can distract the conscious mind from working on each experience (Kim and Rehder 2011). …”