ArticleFrontiers in psychology2020
The Effect of Feedback on Attention Allocation in Category Learning: An Eye Tracking Study.
Article in Frontiers in psychology, 2020. 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
No grant is acknowledged in the PubMed record.
Abstract
It has been suggested that category learning involves changes in attention allocation based on the relevance of input to the classification. Using eye-gaze measures, Rehder and Hoffman studied changes in attention allocation during category learning in a 5-4 category structure paradigm with four features of varying diagnosticity levels. In this paradigm, participants are tasked with classifying creatures into two groups through trial and error guided by feedback. While learners' eye-gaze patterns have been studied as a function of feature diagnosticity levels throughout the learning process, they have not been evaluated in relation to performance and feedback. The present study borrowed and modified Rehder and Hoffman's category paradigm and evaluated eye-gaze behavior as a function of the diagnosticity level of features, and the valence (positive vs. negative) of the preceding feedback during learning. Our results support Rehder and Hoffman's observations that gaze on the low diagnosticity feature decreased from the beginning to the end of the task. When change in eye gaze behavior was evaluated in relation to feedback, change in
Indexed as
Identifiers
What 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.