Chained study and the discovery of relational structure.
Prior knowledge of relational structure allows people to quickly make sense of and respond to new experiences. When awareness of such structure is not necessary to support learning, however, it is unclear when and why individuals "spontaneously discover" an underlying relational schema. The present...
| Published in: | Memory & Cognition Vol. 50; no. 1; pp. 95 - 112 |
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| Format: | Article |
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Springer Nature
Jan2022
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=154714319&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 154714319 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 0090502X MEG jtl: Memory & Cognition issn: 0090502X maglogo: N pubinfo: dt: Jan2022 vid: 50 iid: 1 pid: 237 pub: Springer Nature artinfo: ui: 154714319 10.3758/s13421-021-01201-1 ppf: 95 ppct: 17 formats: fmt: – @attributes: type: T – @attributes: type: P size: 661KB tig: atl: Chained study and the discovery of relational structure. aug: au: Markant, Douglas B. affil: Department of Psychological Science, University of North Carolina at Charlotte, Colvard South Building, UNC Charlotte, 9201 University City Blvd., 28223, Charlotte, NC, USA su: Cognition Learning strategies Questionnaires Descriptive statistics Odds ratio sug: subj: Cognition Learning strategies Questionnaires Descriptive statistics Odds ratio keyword: Relational discovery Relational learning Transitive inference Relational discovery Relational learning Transitive inference ab: Prior knowledge of relational structure allows people to quickly make sense of and respond to new experiences. When awareness of such structure is not necessary to support learning, however, it is unclear when and why individuals "spontaneously discover" an underlying relational schema. The present study examines the determinants of such discovery in discrimination-based transitive inference (TI), whereby people learn about a hierarchy of interrelated premises and are tested on their ability to draw inferences that bridge studied relations. Experiencing "chained" sequences of overlapping premises during training was predicted to facilitate the discovery of relational structure. Among individuals without prior knowledge of the hierarchy, chaining improved relational learning and was most likely to result in explicit awareness of the underlying relations between items. Observation of chained training sequences was also more effective than the self-generation of training sequences. These findings add to growing evidence that the temporal dynamics of training, including successive presentation of overlapping associations, are key to understanding spontaneous relational discovery during learning. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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