|Keywords:||Social Sciences; Psychology; Samhällsvetenskap; Psykologi; SOCIAL SCIENCES; Social sciences; Psychology; SAMHÄLLSVETENSKAP; Socialvetenskap; Psykologi; Kandidatprogrammet i kognitionsvetenskap; Kandidatprogrammet i kognitionsvetenskap|
|Full text PDF:||http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-52498|
Cue abstraction (additively combining abstracted values) and exemplar memory (comparing with stored memory via similarity) are important processes in multiple cue judgments, but previous studies lack insight into how people use these processes while learning to make judgments. The present study investigates the learning process in multiple cue judgment tasks, comparing a linear structure with a non – ‐linear and modeling participant responses with formal models. Concurrent verbal reporting (think aloud) was used. The hypotheses were a ) that initial learning would follow a “rule bias” via additive integration, b ) the representation of the task would shift to an exemplar memory based one with learning in the non – ‐linear structure and c ) the think aloud protocol would reflect this hypothesized shift. The multiplicative environment enables better learning of the material, and is best described by an exemplar memory model while the linear group performs worse and is equally well described by both models. Model fit in the non – ‐linear group changes from equal to favoring exemplar memory with training. Hypothesis a was not supported in the results, both b and c were supported. Furthermore the results have implications on the question of Rule Bias, and also corroborates previous studies.