概念学習における選択方略の推移に及ぼすフィードバックの効果

抄録

To investigate interproblem transition of selection strategies in concept learning, experiments were conducted under the following three conditions: In Cond. S, the subject was given feedback in accordance with the predetermined correct concept. In Cond. M, the correct concept was not fixed and the subject received feedback that minimizes the number of eliminated hypotheses. In Cond. E, feedback was varied at random or equiprobably. Twenty-eight graduates and undergraduates solved eight problems under one of the above conditions. An analysis by hierarchical clustering suggested a classification of trials into four strategy groups: fixed focusing, floating focusing, gambling and scanning. As predicted, there were no significant interproblem changes in frequencies of four strategies in Cond. S. In Cond. M, the frequency of fixed focusing increased markedly, while those of floating focusing and gambling decreased. In Cond. E, the frequency of scanning did not significantly increase, contrary to expectation. Feedback manipulation in Cond. M was effective to make the subject adopt fixed focusing, but that in Cond. E had only a weak effect on choice of strategies.