2006
DOI: 10.3758/bf03193580
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Order effects in contingency learning: The role of task complexity

Abstract: Dennis and Ahn (2001) found that during contingency learning, initial evidence influences causal judgments more than does later evidence (a primacy effect), whereas López, Shanks, Almaraz, and Fernández (1998) found the opposite (a recency effect). We propose that in contingency learning, people use initial evidence to develop an anchoring hypothesis that tends to be underadjusted by later evidence, resulting in a primacy effect. Thus, factors interfering with initial hypothesis development, such as simultaneo… Show more

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Cited by 32 publications
(52 citation statements)
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“…The fact that RTs were not significantly modulated by the statistical properties of the sequence (i.e., the effect found in Exps. 1 and 2) is consistent with the idea that learning about multiple medications simultaneously increased the complexity of the learning task (Marsh & Ahn, 2006) and reduced the magnitude of the RT effects observed in Experiments 1 and 2. Moreover, accuracies to the tones on majority (M = .91, SD = .09) and minority (M = .92, SD = .10) trials were not different.…”
Section: Resultssupporting
confidence: 77%
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“…The fact that RTs were not significantly modulated by the statistical properties of the sequence (i.e., the effect found in Exps. 1 and 2) is consistent with the idea that learning about multiple medications simultaneously increased the complexity of the learning task (Marsh & Ahn, 2006) and reduced the magnitude of the RT effects observed in Experiments 1 and 2. Moreover, accuracies to the tones on majority (M = .91, SD = .09) and minority (M = .92, SD = .10) trials were not different.…”
Section: Resultssupporting
confidence: 77%
“…Though this technique clearly represents a strong initial test of learning models, it has failed to generate direct evidence regarding the underlying processes that may be unfolding as learners encounter individual pieces of information. Researchers have claimed that specific variants of the input-output paradigm are able to demonstrate the existence of trial-by-trial processing (e.g., Chapman & Chapman, 1969;Dennis & Ahn, 2001;Katagiri, Kao, Simon, Castro, & Wasserman, 2007;Lopez, Shanks, Almaraz, & Fernandez, 1998;Luhmann & Ahn, 2011;Yates & Curley, 1986); however, subsequent work has demonstrated this not to be the case (e.g., Danks & Schwartz, 2006;Marsh & Ahn, 2006;Stout, Amundson, & Miller, 2005). Regardless, the very nature of the standard input-output paradigm clearly places an overwhelming emphasis on accurately predicting the transformation from covariation to judgment, with far less regard for the psychological mechanisms by which such a transformation comes about.…”
Section: The Need For Direct Evidencementioning
confidence: 99%
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“…The order effects found in previous studies (Dennis & Ahn, 2001; López et al, 1998; Marsh & Ahn, 2006) could have been generated by noninterpretational mechanisms (Danks & Schwartz, 2005), such as increased or decreased attention (e.g., fatigue, boredom, or context change; Anderson & Hubert, 1963; Hendrick & Costantini, 1970; Stewart, 1965), or by discounting of later information as being less reliable or valid than earlier information (Anderson & Jacobson, 1965). …”
Section: Order Effectsmentioning
confidence: 84%