Blocking of associative learning by explicit descriptions

People given written descriptions often learn and decide differently from those learning from experience, even in formally identical tasks. This paper presents two experiments detailing how telling participants about the value of one stimulus impacts a keystone learning effect – blocking. The paper...

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Veröffentlicht in:	Cognition Jg. 256; S. 106015
Hauptverfasser:	Kelly, Tom, Ludvig, Elliot A.
Format:	Journal Article
Sprache:	Englisch
Veröffentlicht:	Netherlands Elsevier B.V 01.03.2025
Schlagworte:	Association Learning - physiology Associative learning Blocking Causal learning Description-experience gap Humans Prediction Blocking Description-experience gap Associative learning Causal learning Prediction
ISSN:	0010-0277, 1873-7838, 1873-7838
Online-Zugang:	Volltext
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