The Effect of Feedback on Attention Allocation in Category Learning: An Eye Tracking Study.

Yael Arbel,Xinyi He,Emily Feeley

doi:10.3389/fpsyg.2020.559334

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 fixation probability was found to be greater following negative feedback. The results indicate that in a category task that includes performance feedback, learning strategies as indicated by changes in selective attention to features are affected to some degree by the valence of the feedback on a preceding trial.

Highlights

Learning involves the ability to selectively attend to stimuli in the environment that contribute to learning (e.g., Restle, 1962; Trabasso et al, 1968)
The results of their study provided support to the ALCOVE model of category learning which posits that the strength of the associations between exemplars and categories as well as the weighted attentional strength are Feedback and Attention Allocation adjusted through error driven learning that leads to greater attention to dimensions that are more relevant to the category
The study aimed at evaluating the effect of performance feedback on attention allocation during category learning

Summary

INTRODUCTION

Learning involves the ability to selectively attend to stimuli in the environment that contribute to learning (e.g., Restle, 1962; Trabasso et al, 1968). Given that feedback is an important component in various models of category learning, applying this method to study the effect of feedback on such learning can shed light on the sensitivity of the eye-tracking method to adjustments of attention following positive and negative feedback. If such sensitivity exists, this methodology could enrich the study of the role of feedback in the creation and adjustment of category representations and in improving classification. To the best of our knowledge, this is the first study to evaluate the effect of performance feedback on attention allocation as measured through eye-gaze behavior in the context of category learning

Participants

RESULTS

DISCUSSION

LIMITATIONS AND FUTURE

ETHICS STATEMENT