Constraints have different concurrent effects and aftereffects on variability.
Three experiments showed that constraints imposed early in learning have different effects on variability when they are in effect and after they are removed. Task constraints, which determine how something can be done, limited the number of possible responses in a computer game. Variability constraints, which specify how differently something must be done, required that each response differ from some number of prior responses. Less restrictive constraints (Experiments 1 and 2) produced higher variability during the constraints. More restrictive constraints (Experiments 2 and 3) led to higher variability after the constraints were relaxed. The authors discuss how these differences reflect strategies acquired during the constraints (default rules) and modified in closely related ways (exception rules) afterward.
Stokes
Patricia D
PD
Department of Psychology, Barnard College, Columbia University, 3009 Broadway, New York, New York 10027, USA. pstokes@barnard.columbia.edu
Harrison
Helen M
HM
D000293:Adolescent; D000328:Adult; D001288:Attention; D003405:Creativity; D005246:Feedback; D005260:Female; D006801:Humans; D009042:Motivation; D010364:Pattern Recognition, Visual; D010988:Play and Playthings; D011340:Problem Solving; D011597:Psychomotor Performance