Abstract
The effects of group discussion feedback and shifting cue validities on subjects' achievement, consistency, and matching in a multiple cue probability learning task were investigated in a task of constant system predictability. Students utilized distributions of meaningfully labeled cues of equal or unequal validity to predict final exam performance. Subjects' performance was examined in two conditions in which a shift in cue validities occurred and in two conditions in which the same validities were employed throughout the task. Feedback from group discussion was provided for half the subjects. Results indicated that subject performance was best when equally valid cues were utilized, especially after an anticipated shift in cue validities. Group discussion feedback facilitated performance only when a shift occurred. The results were discussed in the context of dynamic prediction environments.
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