The primacy effect on identification: Initial presentations during training establish long-lasting representations

Dror, Itiel E.; Ashworth, Alan R. S.; Schreiner, Christian; Robbins, Rickard D.; Snooks, Shirley F.

doi:10.1037/e536982012-629

Cited by 1 publication

(2 citation statements)

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“…Furthermore, our results are consistent with the literature that shows that the initial examples used during training have long-lasting effects (e.g., DiGirolamo & Hintzman, 1997; Dror et al, 1997). This finding is not limited to military fighter aircraft identification training but, rather, applies to any knowledge acquisition process.…”

Section: Discussionsupporting

confidence: 92%

“…Such theories assign a very specific role for the training examples, namely, that they are used as basic representational exemplars for identification of future stimuli. Given the importance of initial presentations in establishing long-lasting representations (DiGirolamo & Hintzman, 1997; Dror, Ashworth, Schreiner, Robbins, & Snooks, 1997), careful consideration must be given to selection of the training examples.…”

Section: Discussionmentioning

confidence: 99%

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Object identification as a function of discriminability and learning presentations: The effect of stimulus similarity and canonical frame alignment on aircraft identification.

Ashworth¹,

Dror²

2000

Journal of Experimental Psychology: Applied

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Aircraft that were relatively similar (homogeneous) and relatively dissimilar (heterogeneous) in appearance were studied at orientations either consistent (canonical) or inconsistent (noncanonical) with the environmental frame of reference. At test, participants' identification performance was measured with stimuli rotated to novel orientations within the picture plane. During learning and testing, identification of heterogeneous aircraft was better than that of homogeneous aircraft. At test, only identification of homogeneous aircraft revealed a strong linear degradation of performance as angular disparity between the novel test orientations and the original learning orientations increased. During learning and testing, identification was better for aircraft studied at canonical orientations than for those studied at noncanonical orientations. The results are discussed in terms of object identification, aircraft recognition training, categorization, mental representations, and visual mental rotation.

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Section: Discussionsupporting

confidence: 92%

Section: Discussionmentioning

confidence: 99%