Simplified learning in complex situations: Knowledge partitioning in function learning

Stephan Lewandowsky

doi:10.1037//0096-3445.131.2.163

Simplified learning in complex situations: Knowledge partitioning in function learning

2002-01-01

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Stephan Lewandowsky *

DOI：10.1037//0096-3445.131.2.163

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Abstract

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The authors explored the phenomenon that knowledge is not always integrated and consistent but may be partitioned into independent parcels that may contain mutually contradictory information. In 4 experiments, using a function learning paradigm, a binary context variable was paired with the continuous stimulus variable of a to-be-learned function. In the first 2 experiments, when context predicted the slope of a quadratic function, generalization was context specific. Because context did not predict function values, it is suggested that people use context to gate separate learning of simpler partial functions. The 3rd experiment showed that partitioning also occurs with a decreasing linear function, whereas the 4th study showed that partitioning is absent for a linearly increasing function. The results support the notion that people simplify complex learning tasks by acquiring independent parcels of knowledge.

Keywords:

ANALOGICAL TRANSFER

COGNITIVE SKILLS

MEMORY RECALL

POWER-LAW

EXPERTISE

CATEGORIZATION

TASK

INFORMATION

STRATEGY

CONTEXT

Simplified learning in complex situations: Knowledge partitioning in function learning

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