Transfer of response in visual recognition situations as a function of frequency variables.

Binder, Arnold; Estes, W. K.

doi:10.1037/h0093941

Cited by 22 publications

(31 citation statements)

References 16 publications

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“…One class of theory of this inverse base-rate effect (IBRE) is that it is a relativenovelty effect (Binder & Estes, 1966). This theory combines the idea that novel or surprising events are particularly memorable (Rhetorica ad Herennium, 85BC; Von Restorff, 1933), with the availability heuristic (Tversky & Kahneman, 1973), which states that memorable events are judged more probable.…”

Section: The Inverse Base-rate Effectmentioning

confidence: 99%

Attention, predictive learning, and the inverse base-rate effect: Evidence from event-related potentials

et al. 2014

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We report the first electrophysiological investigation of the inverse base-rate effect (IBRE), a robust non-rational bias in predictive learning. In the IBRE, participants learn that one pair of symptoms (AB) predicts a frequently occurring disease, whilst an overlapping pair of symptoms (AC) predicts a rarely occurring disease. Participants subsequently infer that BC predicts the rare disease, a non-rational decision made in opposition to the underlying base rates of the two diseases. Error-driven attention theories of learning state that the IBRE occurs because C attracts more attention than B. On the basis of this account we predicted and observed the occurrence of brain potentials associated with visual attention: a posterior Selection Negativity, and a concurrent anterior Selection Positivity, for C vs. B in a post-training test phase. Error-driven attention theories further predict no Selection Negativity, Selection Positivity or IBRE, for control symptoms matched on frequency to B and C, but for which there was no shared symptom (A) during training. These predictions were also confirmed, and this confirmation discounts alternative explanations of the IBRE based on the relative novelty of B and C. Further, we observed higher response accuracy for B alone than for C alone; this dissociation of response accuracy (B>C) from attentional allocation (C>B) discounts the possibility that the observed attentional difference was caused by the difference in response accuracy.

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Section: The Inverse Base-rate Effectmentioning

confidence: 99%

Attention, predictive learning, and the inverse base-rate effect: Evidence from event-related potentials

et al. 2014

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“…Even more direct evidence for memory storage on multiple tracks is available from studies reported by Binder and his associates (Binder & Estes, 1966;Binder & Feldman, 1960) conducted with a transfer paradigm. In these studies, training was given with a modified paired-associate procedure in which patterns of cues were associated with outcome events according to the schema AB-EÂ C-E 2 , DB-E 3 , DC-E 4 , but some of the patterns occurred more often than others so that, for example, AB-Ei might occur twice as frequently as AC-E 2 during training.…”

Section: Contextmentioning

confidence: 99%

The cognitive side of probability learning.

Estes

1976

Psychological Review

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307

208

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“…However, for the critical PC PR test, the base-rate-driven tendency to respond (C)ommon is overridden by the asymmetric representation's tendency to produce (R)are responses. Binder and Estes (1966) hypothesized that responding (R)are to the conflicting cues PC PR is the result of a high-level-reasoning novelty effect: Because the conflicting PC PR case is a new combination of cues-so, in some senses, rare-(R)are responses predominate. But Medin and Edelson (1988) added the new testing case consisting of all three cues, I PC PR, and found dominantly (C)ommon responding, inconsistent with a simple novelty effect.…”

Section: Representation-based Explanationsmentioning

confidence: 99%

Paradoxical effects of base rates and representation in category learning

Johansen¹,

Fouquet

Shanks

2007

Memory & Cognition

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The inverse base rate effect (IBRE) continues to be a puzzling case of decision making on the basis of conflicting information in human category learning. After being trained via feedback over trials to assign combinations of cues to high- and low-frequency categories, participants tend to respond with the low-frequency category to an otherwise perfectly conflicting pair of test cues, contrary to the category base rates. Our Experiment 1 demonstrated that decision making on the basis of an explicit summary of the cue-outcome and outcome base rate information from the standard learning task does not result in the effect. The remaining experimental conditions evaluated the necessary and sufficient conditions for the effect by systematically exploring experimental deviations between the standard learning task and the pure decision-making task. In partial disagreement with both recent theoretical accounts of the effect, these experiments indicate that asymmetric outcome representation and profound base rate neglect are individually necessary and jointly sufficient conditions. Broader theoretical implications are discussed.

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Transfer of response in visual recognition situations as a function of frequency variables.

Cited by 22 publications

References 16 publications

Attention, predictive learning, and the inverse base-rate effect: Evidence from event-related potentials

Attention, predictive learning, and the inverse base-rate effect: Evidence from event-related potentials

The cognitive side of probability learning.

Paradoxical effects of base rates and representation in category learning

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