The Importance of Strategy in a Complex Learning Task

Self Cite

Lindahl, Maj‐Britt. Awareness, conditioning, and information processing in complex learning situations. Scand. J. Psychol., 1973, 14, 121–130.‐Learning without awareness was studied with a method involving three phases for each of 2. 10 subjects: (1) a problem solving phase, (2) a phase of applying the solution found in (1), and (3) a test phase. In (2) the solution was applied to the classification of 50 successively presented instances. These were in one condition sampled so that a perceptually easily discriminable basis of classification obtained that was different from and redundant to the one of the solution of phase (1). The results of the test phase showed that this redundant basis of classification influenced the performance of the subjects in this condition despite unawareness of it according to verbal reports. The phenomenon was interpreted as a case of learning without awareness, describable in conditioning terms, that influenced performance. The limitations of this type of learning were discussed, and its relationship to an aware information processing type of learning was outlined.

Section: Resultssupporting

confidence: 77%

Awareness, conditioning, and information processing in complex learning situations

Lindahl

1973

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“…The first two assumptions aim at a general delimitation of the fields of applicability of the two types of learning models under consideration, and the next three assumptions deal with some further aspects of co-ordinating, within the individual, conditioning and information-processing mechanisms of learning. The assumptions are presented together with some supporting arguments other than the observations on which they were most immediately based (Lindahl, 1964; 1973a and b; 1 9 7 4~) .…”

mentioning

confidence: 86%

Towards a co‐ordination of conditioning and information‐processing mechanisms within the field of human learning

Lindahl

1976

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Abstract.— A delimitation of the fields of application of conditioning and information‐processing models was attempted. The delimitation was made in relation to two psychological dimensions, a perception‐conception dimension and a selectivity‐of‐attention dimension. It depicted conditioning models as more applicable the more perceptually‐loaded and attentionally non‐selective the lzarning attempts, and information‐processing models as more applicable the more conceptually‐loaded and attentionally selective the learning attempts. Three assumptions were made concerning the intra‐individual coordination of conditioning and information‐processing mechanisms of learning. Conditioning and hypotheses‐testing were, for instance, assumed to be encoding processes functioning in a parallel way and resulting in products, which may fuse when retrieved and used in efferent processes.

“…Similar phenomena have been found in cognitive tasks. Lindahl (1964) used an euperimental setting, introduced by Bjorkman (see e.g. 1965), where the subjects had to predict which of two balls of iron, placed in chutes of diffeient inclination and length, would arrive at the lower end first.…”

Section: Notions Related T O T H E Knowledge-policy Issuementioning

confidence: 99%

Feedforward and Feedback as Determiners of Knowledge and Policy: Notes on a Neglected Issue

Björkman¹

1972

Björkman M. Feedforward and feedback as determiners of knowledge and policy: notes on a neglected issue. Scand. J. Psychol. 1972, 13, 152–158.—Studies of cognitive learning should distinguish between acquisition of knowledge and policy formation. Two learning operators, feedforward, that is, task information by instructions, and feedback must also be taken into account. This double aim requires experimenters to analyze and relate two sets of data: subjective estimates about the task learned and predictions of outcomes. A broader approach is thus needed with a focus on how policy is related to knowledge, how these processes depend on feedback and feedfonvard and how the latter two interact in producing knowledge and policy.