Feedforward and Feedback in Multiple Cue Probability Learning -- Facilitating or Debilitating.

摘要

Three levels of feedforward information and five levels of feedback information were administered during a 200 two-cue trial experiment to 150 subjects. The feedforward information consisted of instructions on correlative relationships and cue validities. The feedback information consisted of outcome feedback presented at different rates. Results indicated that: (a) subjects provided with a psychologically relevant MCPL setting with labeled cues can perform at a very high level of proficiency without feedforward or feedback information, (b) statistically naive subjects are unable to use feedforward information to improve their performance, (c) whether subject performance increases or decreases when provided with feedback information depends upon the performance index used (i.e., r sub a and R sub s decrease, while r sub m increases), and (d) withdrawal of feedback generally has little effect upon subject performance. (Author)