A test of the regulatory fit hypothesis in perceptual classification learning.
This article builds a bridge between research on regulatory focus in motivation and classification learning. It tests the hypothesis that a fit between the situational regulatory focus and the reward structure of the task leads to greater cognitive flexibility than does a mismatch between situational focus and the reward structure and that the fit between the regulatory-focus-induced processing characteristics and the nature of the environment influences performance. In Experiment 1, we used a classification task for which cognitive flexibility should be advantageous and examined both gains (Experiment 1A) and losses (Experiment 1B) reward structures. In Experiments 2 and 3, we used a classification task for which cognitive flexibility should be disadvantageous. In Experiment 2, we used a gains reward structure, and in Experiment 3, we used a losses reward structure. As was predicted, when cognitive flexibility was advantageous, the participants in a regulatory fit showed faster learning and more quickly shifted toward the optimal response strategy. Also as was predicted, when cognitive flexibility was disadvantageous, the participants in a regulatory mismatch showed faster learning and more quickly shifted toward the optimal response strategy. Implications for current theories of motivation and classification learning are discussed.
Maddox
W Todd
WT
Department of Psychology, University of Texas, 1 University Station A8000, Austin, TX 78712, USA. maddox@psy.utexas.edu
Baldwin
Grant C
GC
Markman
Arthur B
AB
D003071:Cognition; D004193:Discrimination Learning; D006801:Humans; D009042:Motivation; D010465:Perception; D011581:Psychological Tests; D011582:Psychological Theory