Induction of combination rules in two-dimensional function learning.
Previous studies have typically found that when people learn to combine two dimensions of a stimulus to select a response, they learn additive combination rules more easily than nonadditive (e.g., multiplicative) ones. The present experiments demonstrate that in some situations people can learn multiplicative rules more easily than other (e.g., additive) rules. Subjects learned to produce specified response durations when presented with stimulus lines varying in length and angle of orientation. When stimuli and correct responses were related by a multiplicative combination of power functions, learning was relatively easy (Experiment 1). In contrast, systematic response biases occurred during the early phases of learning an additive combination of linear functions (Experiment 2) and a more complex (nonadditive and nonmultiplicative) combination of linear functions (Experiment 3), suggesting that people have a tendency to induce a multiplicative combination of power functions. However, the initial biases decreased with practice. These results are explained in terms of a revised adaptive regression model of function learning originally proposed by Koh and Meyer (1991). Differences between the present results and previous results in the literature are discussed.
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University of Rochester, New York.
D000328:Adult; D003201:Computers / Q000706:statistics & numerical data; D005260:Female; D006801:Humans; D007858:Learning; D008297:Male; D008962:Models, Theoretical; D010775:Photic Stimulation