Induction of combination rules in two-dimensional function learning

Koh, Kyunghee

doi:10.3758/bf03197190

Cited by 14 publications

(9 citation statements)

References 41 publications

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“…Several studies have already been performed indicating the feasibility oftraining subjects to judge sensation magnitude on a standard scale. King and Lockhead (198 I), Koh and Meyer (1991), Koh (1993), West and Ward (1994), and Marks, Galanter, and Baird (1995) have all provided evidence that, given feedback, subjects can learn to respond to sensory stimuli according to power functions with a given exponent, quickly and with a high degree of accuracy. In addition, West and Ward (1994) and Marks et al (1995) addressed the issue of using learned scales to investigate basic psychophysical phenomena.…”

Section: Law)mentioning

confidence: 99%

Constrained scaling: The effect of learned psychophysical scales on idiosyncratic response bias

West

Ward

Khosla

2000

Perception & Psychophysics

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We report seven experiments in which subjects were trained to respond with numbers to the loudness of 1000-Hz pure tones according to power functions with exponents of 0.60, 0.30, and 0.90. Subjects were then presented with stimuli from other continua (65-Hzpure tones or 565-nm lights varying in amplitude) and were asked to judge the subjective magnitude of these stimuli on the same numerical scale. Stimuli from the training continuum were presented, with feedback, on every other trial in order to maintain the trained scale. Except for the 0.90 scale, subjects readily learned the predetermined scales and were able to use them to judge the non-training stimuli with group results consistent with those usually reported. Also, in contrast to the usual magnitude estimation results, these results produced extremely low levels of intersubject variability. We argue that such learned scales can be used as "rulers" for measuring perceived magnitudes, according to a common unit.where R is the subjective magnitude of a sensory experience measured by a direct scaling technique (e.g., median or geometric mean magnitude estimation), S is the stimulus magnitude, a is a constant representing the unit of the scale, and m is a constant that varies across sensory con-

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Section: Law)mentioning

confidence: 99%

Constrained scaling: The effect of learned psychophysical scales on idiosyncratic response bias

West

Ward

Khosla

2000

Perception & Psychophysics

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“…If novel stimuli are presented outside the range of training values, participants are capable of extrapolation, albeit at a lower level of accuracy than interpolation (DeLosh, . Although it is possible for people to learn functions that map multiple stimulus dimensions onto a single response dimension (e.g., Koh, 1993;Roe, Barkan, & Busemeyer, 2001), most research to date has been conducted with one-dimensional functions in which a single stimulus property determines each response. This article is primarily concerned with one-dimensional function learning.…”

Section: Learning Function Conceptsmentioning

confidence: 99%

Population of Linear Experts: Knowledge Partitioning and Function Learning.

Kalish¹,

Lewandowsky²,

Kruschke³

2004

Psychological Review

113

196

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Knowledge partitioning is a theoretical construct holding that knowledge is not always integrated and homogeneous but may be separated into independent parcels containing mutually contradictory information. Knowledge partitioning has been observed in research on expertise, categorization, and function learning. This article presents a theory of function learning (the population of linear experts model-POLE) that assumes people partition their knowledge whenever they are presented with a complex task. The authors show that POLE is a general model of function learning that accommodates both benchmark results and recent data on knowledge partitioning. POLE also makes the counterintuitive prediction that a person's distribution of responses to repeated test stimuli should be multimodal. The authors report 3 experiments that support this prediction.The learning of concepts by induction from examples is fundamental to cognition and ". . .basic to all of our intellectual activities" (Estes, 1994, p. 4). Many concepts are categorical: for example, when a paleontologist learns to classify dinosaurs as birdhipped or lizard-hipped, when an infant learns to label furry four-legged animals as cats or dogs, or when a physician learns to categorize a nevus as benign or potentially cancerous. In these cases, responses are limited to a nominal scale, often consisting of binary response options such as "Category A" or "Category B."However, people often also learn function concepts, in which a continuous stimulus variable is associated with a continuous response variable. For example, one may learn how long to water the lawn as a function of the day's temperature, how driving speed affects stopping distance, what his or her blood alcohol level will be depending on the number of cocktails consumed, and so on. Function concepts thus subsume category concepts as the small subset of cases in which the response scale is nominal rather than continuous. Remarkably, cognitive psychology to date has devoted far more empirical and theoretical attention to categorization than to function concepts as a whole.The purpose of this article is twofold. First, we seek to raise the profile of function concepts by presenting a computational theory of function learning that is based on the idea that people simplify a complex learning task by partitioning it into multiple independent modules. The theory, known as POLE-for population of linear experts-is shown to handle most existing data on function learning. Three new experiments explore some of POLE's counterintuitive predictions and provide additional support for the theory. We show that when people are confronted with uncertainty about which of several competing functions applies to a test stimulus, responding alternates between different learned functions rather than relying on a blend of existing knowledge, thus giving rise to multimodal response distributions.The second purpose of this article is to evaluate an overarching framework for learning and knowledge acquisition, known as knowledge part...

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“…Additive combinations of linear functions are more efficiently learned than nonadditive combinations (Brehmer 1969;Klayman 1988). However, previous work on rule learning has shown that students sometimes learn multiplicative rules more effectively than additive rules when the criterion is not numerical (Koh 1993). This explains the considerable improvement of the performances in the study by , even among the youngest participants.…”

Section: Resultsmentioning

confidence: 58%

Improving students’ ability to intuitively infer resistance from magnitude of current and potential difference information: A functional learning approach

et al. 2010

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The study examined the knowledge of the functional relations between potential difference, magnitude of current, and resistance among seventh graders, ninth graders, 11th graders (in technical schools), and college students. It also tested the efficiency of a learning device named "functional learning" derived from cognitive psychology on the knowledge of these relations. A total of 73 participants were confronted with pictorial electrical circuits. Their task was to learn to infer resistance from potential difference and magnitude of current information, without any recourse to formal computations. It was possible to characterize, in a simple way, each student's initial conceptualizations about the relationships between potential difference, magnitude of current and resistance. These initial conceptualizations were very diverse, from the correct one to completely different ones to completely opposite ones. Learning was, to a certain extent, possible; but the learning sessions were more effective among students that had already been exposed to Ohm's law at school. Learning had durable effects, at least in the medium term (5 weeks), and mainly among the older students. There was a good correspondence between the state of learning of the relationships and the ability to solve classical physics problems related to these relationships.Résumé Cette étude a examiné les connaissances des relations fonctionnelles existant entre la différence de potentiel, l'intensité du courant et la résistance électrique chez des élèves de 5 ème , 3 ème , 1 ère de collège technique et chez des terminales de lycée. Elle a également évalué l'efficacité d'un outil pédagogique dérivé de la psychologie cognitive relatif à la Eur

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Induction of combination rules in two-dimensional function learning

Cited by 14 publications

References 41 publications

Constrained scaling: The effect of learned psychophysical scales on idiosyncratic response bias

Constrained scaling: The effect of learned psychophysical scales on idiosyncratic response bias

Population of Linear Experts: Knowledge Partitioning and Function Learning.

Improving students’ ability to intuitively infer resistance from magnitude of current and potential difference information: A functional learning approach

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