329
Views
20
CrossRef citations to date
0
Altmetric
Regular articles

Once and for all—How people change strategy to ignore irrelevant information in visual tasks

, &
Pages 543-567 | Received 23 Jan 2013, Accepted 23 Jun 2014, Published online: 06 Oct 2014

REFERENCES

  • Anderson, J. R., Bothell, D., & Douglass, S. (2004). Eye movements do not reflect retrieval: Limits of the eye-mind hypothesis. Psychological Science, 15, 225–231. doi: 10.1111/j.0956-7976.2004.00656.x
  • Bayer, U. C., Gollwitzer, P. M., & Achtziger, A. (2010). Staying on track: Planned goal striving is protected from disruptive internal states. Journal of Experimental Social Psychology, 46, 505–514. doi: 10.1016/j.jesp.2010.01.002
  • Bourne, L. E., Jr., Raymond, W. D., & Healy, A. F. (2010). Strategy selection and use during classification skill acquisition. Journal of Experimental Psychology: Learning, Memory, and Cognition, 36, 500–514.
  • Cousineau, D., & Larochelle, S. (2004). Visual-memory search: An integrative perspective. Psychological Research, 69, 77–105. doi: 10.1007/s00426-003-0170-5
  • Doane, S., Sohn, Y. W., & Schreiber, B. (1999). The role of processing strategies in the acquisition and transfer of a cognitive skill. Journal of Experimental Psychology: Human Perception and Performance, 25, 1390–1410.
  • Fujita, K., & Roberts, J. C. (2010). Promoting prospective self-control through abstraction. Journal of Experimental Social Psychology, 46, 1049–1054. doi: 10.1016/j.jesp.2010.05.013
  • Gaschler, R., & Frensch, P. A. (2007). Is information reduction an item-specific or an item-general process? International Journal of Psychology, 42, 218–228. doi: 10.1080/00207590701396526
  • Gaschler, R., & Frensch, P. A. (2009). When vaccinating against information reduction works and when it does not work. Psychological Studies, 54, 42–53. doi: 10.1007/s12646-009-0006-5
  • Gaschler, R., Mata, J., Störmer, V., Kühnel, A., & Bilalic, M. (2010). Change detection for new food labels. Food Quality and Preference, 21, 140–147. doi: 10.1016/j.foodqual.2009.08.013
  • Gray, W. D., Sims, C. R., Fu, W., & Schoelles, M. J. (2006). The soft constraints hypothesis: A rational analysis approach to resource allocation for interactive behavior. Psychological Review, 113, 461–482. doi: 10.1037/0033-295X.113.3.461
  • Green, C. S., Pouget, A. & Bavelier, D. (2010). Improved probabilistic inference as a general learning mechanism with action video games. Current Biology, 20, 1573–1579. doi: 10.1016/j.cub.2010.07.040
  • Green, A., & Wright, M. (2003). Reduction of task-relevant information in skill acquisition. European Journal of Cognitive Psychology, 15, 267–290. doi: 10.1080/09541440244000157
  • Haider, H., & Frensch, P. A. (1996). The role of information reduction in skill acquisition. Cognitive Psychology, 30, 304–337. doi: 10.1006/cogp.1996.0009
  • Haider, H., & Frensch, P. A. (1999a). Eye movement during skill acquisition: More evidence for the information-reduction hypothesis. Journal of Experimental Psychology: Learning, Memory, & Cognition, 25, 172–190.
  • Haider, H., & Frensch, P. A. (1999b). Information reduction during skill acquisition: The influence of task instruction. Journal of Experimental Psychology: Applied, 5, 129–151.
  • Haider, H., & Frensch, P. A. (2002). Why aggregated learning follows the power law of practice when individual learning does not: Comment on Rickard (1997, 1999), Delaney et al. (1998), and Palmeri (1999). Journal of Experimental Psychology: Learning, Memory and Cognition, 28, 392–406.
  • Haider, H., & Frensch, P. A. (2005). The generation of conscious awareness in an incidental learning situation. Psychological Research, 69, 399–411.
  • Haider, H., Frensch, P. A., & Joram, D. (2005). Are strategy shifts caused by data-driven processes or by voluntary processes? Consciousness and Cognition, 14, 495–519. doi: 10.1016/j.concog.2004.12.002
  • Harris, H. D., Murphy, G. L., & Rehder, B. (2008). Prior knowledge and exemplar frequency. Memory & Cognition, 36, 1335–1350. doi: 10.3758/MC.36.7.1335
  • Jiang, Y., & Song, J. (2005). Hyperspecificity in visual implicit learning: Learning of spatial layout is contingent on item identity. Journal of Experimental Psychology: Human Perception and Performance, 31, 1439–1448.
  • Job, V., Dweck, C. S., & Walton, G. M. (2010). Ego depletion – Is it all in your head?: Implicit theories about willpower affect self-regulation. Psychological Science, 21, 1686–1693. doi: 10.1177/0956797610384745
  • Kruschke, J. K. (2001). Toward a unified model of attention in associative learning. Journal of Mathematical Psychology, 45, 812–863. doi: 10.1006/jmps.2000.1354
  • Kruschke, J. K., Kappenman, E. S., & Hetrick, W. P. (2005). Eye gaze and individual differences consistent with learned attention in associative blocking and highlighting. Journal of Experimental Psychology: Learning, Memory, and Cognition, 31, 830–845.
  • Lee, F. J., & Anderson, J. R. (2001). Does learning a complex task have to be complex? A study in learning decomposition. Cognitive Psychology, 42, 267–316. doi: 10.1006/cogp.2000.0747
  • Logan, G. D. (1988). Toward an instance theory of automatization. Psychological Review, 95, 492–527. doi: 10.1037/0033-295X.95.4.492
  • Logan, G. D. (1992). Shapes of reaction-time distributions and shapes of learning curves: A test of the instance theory of automaticity. Journal of Experimental Psychology: Learning, Memory and Cognition, 18, 883–914.
  • Logan, G. D. (2002). An instance theory of attention and memory. Psychological Review, 109, 376–400. doi: 10.1037/0033-295X.109.2.376
  • Marewski, J. N., & Link, D. (2014). Strategy selection: An introduction to the modeling challenge. Wiley Interdisciplinary Reviews: Cognitive Science, 5, 39–59.
  • Marewski, J. N., & Olsson, H. (2009). Beyond the null ritual: Formal modeling of psychological processes. Zeitschrift für Psychologie/Journal of Psychology, 217, 49–60. doi: 10.1027/0044-3409.217.1.49
  • Marewski, J. N., & Schooler, L. J. (2011). Cognitive niches: An ecological model of strategy selection. Psychological Review, 118, 393–437. doi: 10.1037/a0024143
  • Myung, J., Kim, C., & Pitt, M. A. (2000). Toward an explanation of the power-law artifact: Insight from response surface analysis. Memory & Cognition, 28, 832–840. doi: 10.3758/BF03198418
  • Niessen, C., Eyferth, K., & Bierwagen, T. (1999). Modeling cognitive processes of experienced air traffic controllers. Ergonomics, 42, 1507–1520. doi: 10.1080/001401399184857
  • Opfer, J. E., & Siegler, R. S. (2007). Representational change and children's numerical estimation. Cognitive Psychology, 55, 169–195. doi: 10.1016/j.cogpsych.2006.09.002
  • Pitt, M. A., Myung, I. J., & Zhang, S. (2002). Toward a method for selecting among computational models for cognition. Psychological Review, 109, 472–491. doi: 10.1037/0033-295X.109.3.472
  • Reason, J. (1990). Human error. New York: Cambridge University Press.
  • Rehder, B., & Hoffman, A. B. (2005). Eyetracking and selective attention in category learning. Cognitive Psychology, 51, 1–41. doi: 10.1016/j.cogpsych.2004.11.001
  • Rickard, T. C. (2004). Strategy execution in cognitive skill learning: An item-level test of candidate models. Journal of Experimental Psychology: Learning, Memory, and Cognition, 30, 65–82.
  • Roberts, S., & Pashler, H. (2000). How persuasive is a good fit? A comment on theory testing. Psychological Review, 107, 358–367. doi: 10.1037/0033-295X.107.2.358
  • Siegler, R. S. (1988). Strategy choice procedures and the development of multiplication skill. Journal of Experimental Psychology: General, 117, 258–275. doi: 10.1037/0096-3445.117.3.258
  • Smith, E. E., Langston, C., & Nisbett, R. E. (1992). The case for rules in reasoning. Cognitive Science, 16, 1–40. doi: 10.1207/s15516709cog1601_1
  • Strayer, D. L., & Kramer, A. F. (1994). Strategies and automaticity: I. Basic findings and conceptual framework. Journal of Experimental Psychology: Learning, Memory, and Cognition, 20, 318–341.
  • Sun, R., Merrill, E., & Peterson, T. (2001). From implicit skills to explicit knowledge: A bottom-up model of skill learning. Cognitive Science, 25, 203–244. doi: 10.1207/s15516709cog2502_2
  • Touron, D. R. (2006). Are item-level strategy shifts abrupt and collective? Age differences in cognitive skill acquisition. Psychonomic Bulletin & Review, 13, 781–786. doi: 10.3758/BF03193997
  • Touron, D. R., & Hertzog, C. (2004a). Distinguishing age differences in knowledge, strategy use, and confidence during strategic skill acquisition. Psychology and Aging, 19, 452–466. doi: 10.1037/0882-7974.19.3.452
  • Touron, D. R., & Hertzog, C. (2004b). Strategy shift affordance and strategy choice in young and older adults. Memory & Cognition, 32, 298–310. doi: 10.3758/BF03196860
  • Underwood, G., Crundall, D., & Chapman, P. (2002). Selective searching while driving: The role of experience in hazard detection and general surveillance. Ergonomics, 45, 1–12. doi: 10.1080/00140130110110610
  • Vu, K.-P. L., Garcia, F. P., Nelson, D., Sulaitis, J., Creekmur, B., Chambers, V., & Proctor, R. W. (2007). Examining user privacy practices while shopping online: What are users looking for? In M. J. Smith & G. Salvendy (Eds.), human interface ( Part II, HCII 2007, pp. 792–801). Lecture Notes in Computer Science 4558. Berlin: Springer.
  • Wenke, D., Gaschler, R., & Nattkemper, D. (2007). Instruction-induced feature binding. Psychological Research, 71, 92–106. doi: 10.1007/s00426-005-0038-y
  • Wagenmakers, E.-J. (2003). How many parameters does it take to fit an elephant? Journal of Mathematical Psychology, 47, 580–586. doi: 10.1016/S0022-2496(03)00064-6
  • Watson, D. G., Maylor, E. A., & Bruce, L. A. M. (2005). Effects of age on searching for and enumerating targets that cannot be detected efficiently. Quarterly Journal of Experimental Psychology, 58, 1119–1142. doi: 10.1080/02724980443000511
  • Wilkins, N. J., & Rawson, K. A. (2010). Loss of cognitive skill across delays: Constraints for theories of cognitive skill acquisition. Journal of Experimental Psychology: Learning, Memory, and Cognition, 36, 1134–1149.
  • Woltz, D. J., Gardner, M. K., & Bell, B. G. (2000). Negative transfer errors in sequential cognitive skills: Strong-but-wrong sequence application. Journal of Experimental Psychology: Learning, Memory, and Cognition, 26, 601–625.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.