ArticlePsychological research2021
The role of differential outcomes-based feedback on procedural memory.
Article in Psychological research, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
Abstract
In categorization tasks, two memory systems may be involved in the learning of categories: one explicit and rule-based system and another implicit and procedure-based system. Learning of rule-based categories relies on some form of explicit reasoning, whereas procedural memory underlies information-integration category-learning tasks, in which performance is maximized only if information of two (or more) dimensions is integrated. The present study aimed at investigating the role of how feedback is administered, whether differential or non-differential, in procedural learning. An information-integration category-learning task was designed, where the to-be-categorized stimuli differed in two dimensions. Participants were randomly assigned to two groups: one group received the reinforcers for correct categorizations differentially, one for each category (the differential outcomes procedure, DOP), and the other group received the reinforcers randomly (the non-differential outcomes procedure, NOP). The participants of the DOP group showed better procedural learning in the categorization task, compared to the NOP group. Moreover, the analysis of learning strategies revealed that more participants developed more optimal strategies in the DOP group than in the NOP group. These results extend the benefits of the differential outcomes-based feedback to non-declarative memory tasks and help better understand the role of feedback in procedural learning.
Indexed as
Identifiers
31385031What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.