Acquiring complex concepts through classification versus observation
Abstract We report six experiments that examine how two essential components of a category-learning paradigm, training and feedback, can be manipulated to maximize learning and transfer of real-world, complex concepts. Some subjects learned through classification and were asked to classify hypotheti...
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SpringerOpen
2024-12-01
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| Series: | Cognitive Research |
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| Online Access: | https://doi.org/10.1186/s41235-024-00608-z |
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| author | Daniel Corral Shana K. Carpenter |
| author_facet | Daniel Corral Shana K. Carpenter |
| author_sort | Daniel Corral |
| collection | DOAJ |
| description | Abstract We report six experiments that examine how two essential components of a category-learning paradigm, training and feedback, can be manipulated to maximize learning and transfer of real-world, complex concepts. Some subjects learned through classification and were asked to classify hypothetical experiment scenarios as either true or non-true experiments; others learned through observation, wherein these same scenarios were presented along with the corresponding category label. Additionally, some subjects were presented correct-answer feedback (the category label), whereas others were presented explanation feedback (the correct answer and a detailed explanation). For classification training, this feedback was presented after each classification judgment; for observation training this feedback was presented simultaneously with the hypothetical experiment. After the learning phase, subjects completed a posttest that included one task that involved classifying novel hypothetical scenarios and another task comprising multiple-choice questions about novel scenarios, in which subjects had to specify the issue with the scenario or indicate how it could be fixed. The posttest either occurred immediately after the learning phase (Experiments 1–2), 10 min later (Experiments 3–4), two days later (Experiment 5), or one week later (Experiment 6). Explanation feedback generally led to better learning and transfer than correct-answer feedback. However, although subjects showed clear evidence of learning and transfer, posttest performance did not differ between classification and observation training. Critically, various learning theories and principles (e.g., retrieval practice, generation, active learning) predict a classification advantage. Our results thus call into question the extent to which such theories and principles extend to the transfer of learning. |
| format | Article |
| id | doaj-art-001ea1dee3854616bc83ceff7f49c3d9 |
| institution | Kabale University |
| issn | 2365-7464 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | SpringerOpen |
| record_format | Article |
| series | Cognitive Research |
| spelling | doaj-art-001ea1dee3854616bc83ceff7f49c3d92024-12-22T12:07:47ZengSpringerOpenCognitive Research2365-74642024-12-019112210.1186/s41235-024-00608-zAcquiring complex concepts through classification versus observationDaniel Corral0Shana K. Carpenter1Department of Psychology, Syracuse UniversityOregon State UniversityAbstract We report six experiments that examine how two essential components of a category-learning paradigm, training and feedback, can be manipulated to maximize learning and transfer of real-world, complex concepts. Some subjects learned through classification and were asked to classify hypothetical experiment scenarios as either true or non-true experiments; others learned through observation, wherein these same scenarios were presented along with the corresponding category label. Additionally, some subjects were presented correct-answer feedback (the category label), whereas others were presented explanation feedback (the correct answer and a detailed explanation). For classification training, this feedback was presented after each classification judgment; for observation training this feedback was presented simultaneously with the hypothetical experiment. After the learning phase, subjects completed a posttest that included one task that involved classifying novel hypothetical scenarios and another task comprising multiple-choice questions about novel scenarios, in which subjects had to specify the issue with the scenario or indicate how it could be fixed. The posttest either occurred immediately after the learning phase (Experiments 1–2), 10 min later (Experiments 3–4), two days later (Experiment 5), or one week later (Experiment 6). Explanation feedback generally led to better learning and transfer than correct-answer feedback. However, although subjects showed clear evidence of learning and transfer, posttest performance did not differ between classification and observation training. Critically, various learning theories and principles (e.g., retrieval practice, generation, active learning) predict a classification advantage. Our results thus call into question the extent to which such theories and principles extend to the transfer of learning.https://doi.org/10.1186/s41235-024-00608-zClassification learningObservation learningComplex concept acquisitionExplanation feedbackRetrieval practiceTransfer of learning |
| spellingShingle | Daniel Corral Shana K. Carpenter Acquiring complex concepts through classification versus observation Cognitive Research Classification learning Observation learning Complex concept acquisition Explanation feedback Retrieval practice Transfer of learning |
| title | Acquiring complex concepts through classification versus observation |
| title_full | Acquiring complex concepts through classification versus observation |
| title_fullStr | Acquiring complex concepts through classification versus observation |
| title_full_unstemmed | Acquiring complex concepts through classification versus observation |
| title_short | Acquiring complex concepts through classification versus observation |
| title_sort | acquiring complex concepts through classification versus observation |
| topic | Classification learning Observation learning Complex concept acquisition Explanation feedback Retrieval practice Transfer of learning |
| url | https://doi.org/10.1186/s41235-024-00608-z |
| work_keys_str_mv | AT danielcorral acquiringcomplexconceptsthroughclassificationversusobservation AT shanakcarpenter acquiringcomplexconceptsthroughclassificationversusobservation |