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Presents experiments designed to determine the effects of irrelevant information on learning probabilistic categories. Irrelevant information's negative effect on performance and on relevant information being used; Effects not due to its being irrelevant but due to adding more information.

The purpose of this study was to determine the effect of different sorts of feedback upon performance in a multiple-cue probability learning task with binary cues and binary events. In addition to traditional outcome feedback, subjects were given periodic feedback messages throughout the experiment. Different types of feedback included percentage of correct responses, cue-event validity coefficients, cue-response utilization coefficients, and a combination of both of the last two types. Feedback was based upon either all previous trials (long-term feedback) or the last 20 trials (short-term feedback) or both. Two different tasks were used. Nine hundred seventy-two subjects were assigned to 32 groups in a 4 (feedback type) by 2 (short-term feedback) by 2 (long-term feedback) by 2 (task) design, and were individually run for 300 noncontingent trials. In general, the results were that no type of feedback enhanced performance, but all feedback types except percentage correct feedback resulted in a decrement in performance. Long-term and short-term feedback interaction effects were found. [ABSTRACT FROM AUTHOR]

The purpose of this study was to determine the effect of irrelevant cues on performance in a multiple-cue probability learning task with binary cues and events. Five hundred ninety-five subjects were assigned to 24 groups in a 4 (validity of relevant cue dimension) × 3 (number of irrelevant cue dimensions) × 2 (replications) factorial design and were run for 400 noncontingent trials. Analysis of the data indicates that (a) the number of irrelevant cues has an effect on performance which diminishes but does not disappear across trials; (b) there is an interaction between the number of irrelevant cues and the validity of the relevant cue, the resultant performance decrement being greatest for relevant cues of moderate validity. A cue selection hypothesis model consistent with the data is briefly outlined. [ABSTRACT FROM AUTHOR]

Evaluates the use of linear lens model approach in analyzing the subject performance in multiple-cue judgment tasks embedded in probabilistic environments. Basis for the approach on the study of judgment and decision making; Important aspect of the multiple-cue judgment tasks; Variations of indices used in the single-criterion linear lens model.

Features Ex-Sample, a computer software used in determining sample size. Product information; Requirements; Availability.

Features Crystal Ball Version 3.0, a general purpose forecasting and risk-analysis program. Product information; Hardware requirements; Availability.