Study preferences for exemplar variability in self-regulated category learning

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Chris Wahlheim, Assistant Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
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Abstract: Increasing exemplar variability during category learning can enhance classification of novel exemplars from studied categories. Four experiments examined whether participants preferred variability when making study choices with the goal of later classifying novel exemplars. In Experiments 1–3, participants were familiarised with exemplars of birds from multiple categories prior to making category-level assessments of learning and subsequent choices about whether to receive more variability or repetitions of exemplars during study. After study, participants classified novel exemplars from studied categories. The majority of participants showed a consistent preference for variability in their study, but choices were not related to category-level assessments of learning. Experiment 4 provided evidence that study preferences were based primarily on theoretical beliefs in that most participants indicated a preference for variability on questionnaires that did not include prior experience with exemplars. Potential directions for theoretical development and applications to education are discussed.

Additional Information

Memory, 25(2), 231-243
Language: English
Date: 2017
Category learning, learning strategies, metacognition, self-regulated learning

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