Observational versus feedback training in rule-based and information-integration category learning

Abstract

The effects of two different kinds of categorizationtraining were investigated. In observational training, observersare presented with a category label and then shown an exemplar from that category. In feedback training, they are shown an exemplar, asked to assign it to a category, and then given feedback about the accuracy of their response. These two types of training were compared as observers learned two types of category structures-those in which optimal accuracy could be achieved via some explicit rule-based strategy, and those in which optimal accuracy required integrating information from separate perceptual dimensions at some predecisional stage. There was an overall advantage for feedback training over observational training, but most importantly, type of training interactedstrongly with type of category structure. With rule-based structures, the effects of training type were small, but with information-integrationstructures, accuracy was substantially higher with feedback training, and people were less likely to use suboptimal rule-based strategies. The implications of these results for current theories of category learning are discussed.

The Roles of the Caudate Nucleus in Human Classification Learning

“…Behavioral and neuropsychological studies show that categorization learning is dependent on the presence of feedback. Learning is worse in observational conditions than feedback conditions (Ashby et al, 2002) and is impaired when feedback is delayed (Maddox et al, 2003). Classification tasks impaired in Huntington's or Parkinson's diseases typically involve feedback; patients with Parkinson's disease learn normally on observational tasks (Reber and Squire, 1999;Shohamy et al, 2004).…”

Feedback can be superior to observational training for both rule-based and information-integration category structures

“…This means that COVIS predicts, as TRAINING TYPE AND CATEGORIZATION. 5 found by Ashby et al (2002), that learning of information-integration categories should be impaired with observational training relative to feedback training.In terms of COVIS, the critical difference between the rule-based and information-integration categories is that the former structure is readily verbalizable whereas the latter is not (Ashby et al, 1998). This is because verbalizability determines which system is responsible for optimum responding.…”

“…In light of this accumulation of critiques, it becomes particularly important to assess the remaining dissociations. In the current article, we report a re-examination of an influential dissociation reported by Ashby, Maddox, and Bohil (2002), which has not been previously re-examined. Ashby et al (2002) compared the effect of observational and feedback training on categorization performance.…”

“…In feedback training, the stimulus is presented, the participant assigns it to a category and then receives feedback about the accuracy of that decision. Ashby, Maddox, and Bohil (2002) reported that feedback training was superior to observational training when learning information-integration category structures, but that training type had little effect on the acquisition of rule-based category structures. These results were argued to support the COVIS dual-process account of category learning.…”

Lesions of the basal ganglia and frontal lobe promote differential impairment to working memory and learning ability

“…Since damage to the frontal lobe decreases proactive inhibition release, the frontal lobe still stores previous error messages, Basal ganglia is a middle path for a variety of information inputs and outputs, some research has shown that it plays an important role in the classification of learning [38,39]. In addition, the dorsal striatum was responsible for that function by contributing to various evaluation processes leading to the chosen outcome in contingency learning [40].…”