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THE BREADTH OF ATTENTION IN LEARNING: A NEW ONE‐LOOK MODEL
Author(s) -
Kemler Deborah G.,
Anderson Daniel R.
Publication year - 1972
Publication title -
british journal of mathematical and statistical psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.157
H-Index - 51
eISSN - 2044-8317
pISSN - 0007-1102
DOI - 10.1111/j.2044-8317.1972.tb00488.x
Subject(s) - discriminative model , identification (biology) , task (project management) , set (abstract data type) , artificial intelligence , interpretation (philosophy) , machine learning , computer science , simple (philosophy) , cognitive psychology , psychology , epistemology , philosophy , botany , management , economics , biology , programming language
The finding that some subjects learn about more than one set of relevant cues in a discriminative learning or concept identification task has been considered as strong counter‐evidence to a one‐look model of attention in learning (Trabasso & Bower, 1968). It is demonstrated, however, that one‐look models can predict multiple‐cue learning if it is assumed that subjects switch attention between trials, and that they store some information about past trials. Three submodels of a general one‐look model are presented and all are shown to fit the data of Trabasso & Bower (1968) as well as their own multiple‐look model. The success of the one‐look model argues against the use of solution‐type data as a simple means for determining the breadth of attention in the learning situation. The present interpretation of multiple‐cue learning also provides a framework within which to consider at least one important role that memorial processes play in concept identification and discriminative learning.