1991
DOI: 10.1037/0096-1523.17.3.781
|View full text |Cite
|
Sign up to set email alerts
|

Stimulus complexity effects in visual comparisons: The effects of practice and learning context.

Abstract: This study examined visual comparison performance for 6-24-point random polygon stimuli (Cooper & Podgorny, 1976). Stimulus complexity effects decreased with practice, consistent with Bethell-Fox and Shepard (1988). A difficult discrimination context produced greater complexity effects than an easy discrimination context, consistent with Folk and Luce (1987). The difficult discrimination context also led to more stimulus-specific learning and diminished stimulus complexity effects. Increased stimulus learning … Show more

Help me understand this report

Search citation statements

Order By: Relevance

Paper Sections

Select...
1
1
1

Citation Types

2
40
2

Year Published

2002
2002
2011
2011

Publication Types

Select...
5

Relationship

1
4

Authors

Journals

citations
Cited by 24 publications
(44 citation statements)
references
References 12 publications
2
40
2
Order By: Relevance
“…Evidence for this claim can be found in research on learning concepts (Corneille & Judd, 1999), verbal information (Pointe & Engle, 1990), mathematics (Wenger & Carlson, 1996), visual comparison tasks (Pellegrino, Doane, Fischer, & Alderton, 1991) and a variety of complex work skills (Ackerman, 1990), among others. Most design models emphasize instruction in relatively simple learning tasks and assume that a large, complex set of interrelated tasks are achievable as "the sum of the parts"-by sequencing a string of simplified, component task procedures until a complex task is captured.…”
Section: For the Design Of Training Programs For Complex Skills It Dmentioning
confidence: 89%
“…Evidence for this claim can be found in research on learning concepts (Corneille & Judd, 1999), verbal information (Pointe & Engle, 1990), mathematics (Wenger & Carlson, 1996), visual comparison tasks (Pellegrino, Doane, Fischer, & Alderton, 1991) and a variety of complex work skills (Ackerman, 1990), among others. Most design models emphasize instruction in relatively simple learning tasks and assume that a large, complex set of interrelated tasks are achievable as "the sum of the parts"-by sequencing a string of simplified, component task procedures until a complex task is captured.…”
Section: For the Design Of Training Programs For Complex Skills It Dmentioning
confidence: 89%
“…For example, variability in the task's order, in the nature and scheduling of feedback often produce better transfer than consistent conditions (Schmidt & Bjork, 1992, see also Schmidt & Lee, 2005). More evidence for the effects of variability during training comes from Doane and colleages (Doane, Sohn, & Schreiber, 1999;Pellegrino, Doane, Fischer, & Alderton, 1991) for learning to discriminate complex polygons. In that case, transfer performance was better for the more difficult discrimination between similar polygons than for the easier discrimination between distinct polygons.…”
Section: Transfer Of Skillsmentioning
confidence: 99%
“…It also only holds for tasks where diversity adds to task difficulty, like categorization and visual search, but not for tasks where diversity of stimuli makes the task easier as for same/different judgments (e.g. Ashworth & Dror, 2000;Doane et al, 1999;Pellegrino et al, 1991).…”
Section: Visual Search Trainingmentioning
confidence: 99%
“…However, they also postulate that an additional form of skill is acquired that is not tied to the specific stimuli experienced (e.g., Anderson, 1982;Brown & Kane, 1988;Doane, Alderton, Sohn, & Pellegrino, 1996;Doane, Sohn, & Schreiber, 1999;Haider & Frensch, 1996, 1999aPellegrino, Doane, Fischer, & Alderton, 1991;Strayer & Kramer, 1994). These theorists suggest that processing particular stimuli leads to the acquisition of strategic skills that can be transferred to novel stimuli.…”
mentioning
confidence: 93%
“…In addition, there is a renewed interest in incorporating strategic skills into theories of skill acquisition and transfer (e.g., Anderson, Fincham, & Douglass, 1997;Carlson & Yaure, 1990;Clawson, Healy, Ericsson, & Bourne, 2001;Brou, Garrison, Doane, Alderton, Sohn, & Cross, submitted for publication;Czerwinski, Lightfoot, & Shiffrin, 1992;Doane et al, 1996Doane et al, , 1999Pellegrino et al, 1991;Schmidt & Bjork, 1992;Speelman & Kirsner, 1997). Research in this area emphasizes both stimulusspecific and strategic aspects of skill acquisition, with a particular emphasis on the impact learning context has on the nature of strategic skills acquired during training and their transfer.…”
mentioning
confidence: 96%