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Autori: Žauhar, Valnea; Bajšanski, Igor; Domijan, Dražen
Naslov: The effect of minimal prior knowledge on category learning and metacognitive monitoring
Izvornik: Metacognition 2016: Proceedings of the 7th Biennial Meeting of the EARLI Special Interest Group 16 Metacognition / Molenaar, I. ; Droop, M. ; Van den Hurk, M. ; Kielstra, J. (ur.). - Nijmegen : Radboud University Nijmegen , 2016. 121-122 (ISBN: 978-94-028-0279-5).
Skup: EARLI SIG-16 METACOGNITION
Mjesto i datum: Nijmegen, Nizozemska, 23.-26.08.2016.
Ključne riječi: prior knowledge; category learning; metacognitive monitoring
Sažetak:
The aim of the study was to investigate the effect of minimal prior knowledge on classification accuracy and metacognitive monitoring in different stages of the category learning process. The category learning task consisted of two categories of verbally described imaginary animals (Kaplan & Murphy, 2000). Each exemplar consisted of five neutral characteristic features that were more common within one of the two categories, and one idiosyncratic feature which occurred exclusively within one category. Idiosyncratic features were thematically linked to each other in order to activate consistent or inconsistent prior knowledge. In Experiment 1 the learning phase continued until the participant correctly classified all exemplars and was followed by a single-feature classification transfer phase. In Experiment 2 three transfer phases were interposed within the category learning process. The results showed an increase in classification accuracy followed by an increase in feeling-of-warmth judgments throughout the learning process regardless of prior knowledge activation. Participants efficiently monitored the course of learning. Furthermore, the results showed that accuracy and confidence in the transfer phase interposed in the initial stage of learning are influenced by prior knowledge when it is consistent, while they are influenced by empirical category structure when prior knowledge is inconsistent. During learning prior knowledge interacts with the empirical category structure, and once learning is completed performance is equal for characteristic and idiosyncratic features. This finding suggests that learners connect empirical category structure with prior knowledge which supports an integrated learning view. Furthermore, metacognitive monitoring is in line with performance in both conditions.
Vrsta sudjelovanja: Poster
Vrsta prezentacije u zborniku: Sažetak
Vrsta recenzije: Međunarodna recenzija
Projekt / tema: HRZZ-IP-2013-11-4139
Izvorni jezik: ENG
Kategorija: Ostalo
Znanstvena područja:
Psihologija
Upisao u CROSBI: Valnea Žauhar (vzauhar@ffri.hr), 3. Lis. 2016. u 14:20 sati



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