Bias in perceptual learning.

IF 3.2 2区 心理学 Q1 PSYCHOLOGY, EXPERIMENTAL
Wiley Interdisciplinary Reviews-Cognitive Science Pub Date : 2024-09-01 Epub Date: 2024-05-13 DOI:10.1002/wcs.1683
Madeleine Ransom, Robert L Goldstone
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引用次数: 0

Abstract

Perceptual learning is commonly understood as conferring some benefit to the learner, such as allowing for the extraction of more information from the environment. However, perceptual learning can be biased in several different ways, some of which do not appear to provide such a benefit. Here we outline a systematic framework for thinking about bias in perceptual learning and discuss how several cases fit into this framework. We argue these biases are compatible with an understanding in which perceptual learning is beneficial, but that its benefits are tied to both a person's narrow interests and the training environment or domain, and so if there are changes to either of these, then benefits can turn into liabilities, though these are often temporary. This article is categorized under: Psychology > Learning Philosophy > Value Linguistics > Language Acquisition.

知觉学习中的偏见
知觉学习通常被理解为给学习者带来某种益处,例如可以从环境中提取更多信息。然而,知觉学习可能会以几种不同的方式出现偏差,其中有些似乎并不会带来这种益处。在此,我们概述了一个思考知觉学习偏差的系统框架,并讨论了几个案例如何与这一框架相匹配。我们认为,这些偏差与这样一种理解是一致的,即知觉学习是有益的,但它的益处与一个人狭隘的兴趣和训练环境或领域息息相关,因此,如果这两者中的任何一个发生了变化,那么益处就会变成负担,尽管这些负担往往是暂时的。本文归类于心理学 > 学习哲学 > 价值语言学 > 语言习得。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
7.30
自引率
7.70%
发文量
50
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