When vaccinating against information reduction works and when it does not work

Abstract Practice not only affects how information is processed, but also which information is processed. The Information-Reduction Hypothesis (i.e. Haider & Frensch, 1996) holds that — with practice — irrelevant task information (i.e. information that is not logically needed to correctly perfor...
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Gespeichert in:

Autor*in:	Gaschler, Robert [verfasserIn] Frensch, Peter A.

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2009

Schlagwörter:	Information reduction Practice Processing cost Skill acquisition Top-down modulation

Anmerkung:	© National Academy of Psychology (NAOP) India 2009

Übergeordnetes Werk:	Enthalten in: Psychological studies - Neu Delhi : Springer India, 2009, 54(2009), 1 vom: März, Seite 42-53
Übergeordnetes Werk:	volume:54 ; year:2009 ; number:1 ; month:03 ; pages:42-53

Links:	Volltext

DOI / URN:	10.1007/s12646-009-0006-5

Katalog-ID:	SPR026529106

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520			\|a Abstract Practice not only affects how information is processed, but also which information is processed. The Information-Reduction Hypothesis (i.e. Haider & Frensch, 1996) holds that — with practice — irrelevant task information (i.e. information that is not logically needed to correctly perform the task) is discarded from processing. Recently, Gaschler and Frensch (2007) have demonstrated that Information Reduction is not affected by the frequency with which individual task configurations are presented: well-practiced and little-practiced irrelevant task configurations are discarded at the same point in time during practice; Information Reduction is thus an item-general phenomenon. These findings suggest that Information Reduction is at least in part a consequence of top-down, voluntary control. In the present research, we ask how tasks can be constructed such that Information Reduction is avoided. Our results show that item-general Information Reduction is observed even when it leads to severe processing costs (i.e. errors). On the whole, the present results are in line with models of skill acquisition incorporating top-down modulation (e.g. Haider & Frensch, 2002) and are incompatible with purely data-driven accounts of skill acquisition (e.g. Logan, 1988; Nosofski & Palmeri, 1997; Palmeri, 1997; Rickard, 2004).
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912			\|a GBV_ILN_138
912			\|a GBV_ILN_150
912			\|a GBV_ILN_151
912			\|a GBV_ILN_161
912			\|a GBV_ILN_170
912			\|a GBV_ILN_171
912			\|a GBV_ILN_187
912			\|a GBV_ILN_213
912			\|a GBV_ILN_224
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912			\|a GBV_ILN_250
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912			\|a GBV_ILN_370
912			\|a GBV_ILN_602
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912			\|a GBV_ILN_702
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912			\|a GBV_ILN_2048
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912			\|a GBV_ILN_2108
912			\|a GBV_ILN_2110
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matchkey_str	article:09749861:2009----::hnacntnaantnomtordcinoka
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publishDate	2009
allfields	10.1007/s12646-009-0006-5 doi (DE-627)SPR026529106 (SPR)s12646-009-0006-5-e DE-627 ger DE-627 rakwb eng Gaschler, Robert verfasserin aut When vaccinating against information reduction works and when it does not work 2009 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © National Academy of Psychology (NAOP) India 2009 Abstract Practice not only affects how information is processed, but also which information is processed. The Information-Reduction Hypothesis (i.e. Haider & Frensch, 1996) holds that — with practice — irrelevant task information (i.e. information that is not logically needed to correctly perform the task) is discarded from processing. Recently, Gaschler and Frensch (2007) have demonstrated that Information Reduction is not affected by the frequency with which individual task configurations are presented: well-practiced and little-practiced irrelevant task configurations are discarded at the same point in time during practice; Information Reduction is thus an item-general phenomenon. These findings suggest that Information Reduction is at least in part a consequence of top-down, voluntary control. In the present research, we ask how tasks can be constructed such that Information Reduction is avoided. Our results show that item-general Information Reduction is observed even when it leads to severe processing costs (i.e. errors). On the whole, the present results are in line with models of skill acquisition incorporating top-down modulation (e.g. Haider & Frensch, 2002) and are incompatible with purely data-driven accounts of skill acquisition (e.g. Logan, 1988; Nosofski & Palmeri, 1997; Palmeri, 1997; Rickard, 2004). Information reduction (dpeaa)DE-He213 Practice (dpeaa)DE-He213 Processing cost (dpeaa)DE-He213 Skill acquisition (dpeaa)DE-He213 Top-down modulation (dpeaa)DE-He213 Frensch, Peter A. aut Enthalten in Psychological studies Neu Delhi : Springer India, 2009 54(2009), 1 vom: März, Seite 42-53 (DE-627)603486223 (DE-600)2501465-1 0974-9861 nnns volume:54 year:2009 number:1 month:03 pages:42-53 https://dx.doi.org/10.1007/s12646-009-0006-5 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 54 2009 1 03 42-53
spelling	10.1007/s12646-009-0006-5 doi (DE-627)SPR026529106 (SPR)s12646-009-0006-5-e DE-627 ger DE-627 rakwb eng Gaschler, Robert verfasserin aut When vaccinating against information reduction works and when it does not work 2009 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © National Academy of Psychology (NAOP) India 2009 Abstract Practice not only affects how information is processed, but also which information is processed. The Information-Reduction Hypothesis (i.e. Haider & Frensch, 1996) holds that — with practice — irrelevant task information (i.e. information that is not logically needed to correctly perform the task) is discarded from processing. Recently, Gaschler and Frensch (2007) have demonstrated that Information Reduction is not affected by the frequency with which individual task configurations are presented: well-practiced and little-practiced irrelevant task configurations are discarded at the same point in time during practice; Information Reduction is thus an item-general phenomenon. These findings suggest that Information Reduction is at least in part a consequence of top-down, voluntary control. In the present research, we ask how tasks can be constructed such that Information Reduction is avoided. Our results show that item-general Information Reduction is observed even when it leads to severe processing costs (i.e. errors). On the whole, the present results are in line with models of skill acquisition incorporating top-down modulation (e.g. Haider & Frensch, 2002) and are incompatible with purely data-driven accounts of skill acquisition (e.g. Logan, 1988; Nosofski & Palmeri, 1997; Palmeri, 1997; Rickard, 2004). Information reduction (dpeaa)DE-He213 Practice (dpeaa)DE-He213 Processing cost (dpeaa)DE-He213 Skill acquisition (dpeaa)DE-He213 Top-down modulation (dpeaa)DE-He213 Frensch, Peter A. aut Enthalten in Psychological studies Neu Delhi : Springer India, 2009 54(2009), 1 vom: März, Seite 42-53 (DE-627)603486223 (DE-600)2501465-1 0974-9861 nnns volume:54 year:2009 number:1 month:03 pages:42-53 https://dx.doi.org/10.1007/s12646-009-0006-5 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 54 2009 1 03 42-53
allfields_unstemmed	10.1007/s12646-009-0006-5 doi (DE-627)SPR026529106 (SPR)s12646-009-0006-5-e DE-627 ger DE-627 rakwb eng Gaschler, Robert verfasserin aut When vaccinating against information reduction works and when it does not work 2009 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © National Academy of Psychology (NAOP) India 2009 Abstract Practice not only affects how information is processed, but also which information is processed. The Information-Reduction Hypothesis (i.e. Haider & Frensch, 1996) holds that — with practice — irrelevant task information (i.e. information that is not logically needed to correctly perform the task) is discarded from processing. Recently, Gaschler and Frensch (2007) have demonstrated that Information Reduction is not affected by the frequency with which individual task configurations are presented: well-practiced and little-practiced irrelevant task configurations are discarded at the same point in time during practice; Information Reduction is thus an item-general phenomenon. These findings suggest that Information Reduction is at least in part a consequence of top-down, voluntary control. In the present research, we ask how tasks can be constructed such that Information Reduction is avoided. Our results show that item-general Information Reduction is observed even when it leads to severe processing costs (i.e. errors). On the whole, the present results are in line with models of skill acquisition incorporating top-down modulation (e.g. Haider & Frensch, 2002) and are incompatible with purely data-driven accounts of skill acquisition (e.g. Logan, 1988; Nosofski & Palmeri, 1997; Palmeri, 1997; Rickard, 2004). Information reduction (dpeaa)DE-He213 Practice (dpeaa)DE-He213 Processing cost (dpeaa)DE-He213 Skill acquisition (dpeaa)DE-He213 Top-down modulation (dpeaa)DE-He213 Frensch, Peter A. aut Enthalten in Psychological studies Neu Delhi : Springer India, 2009 54(2009), 1 vom: März, Seite 42-53 (DE-627)603486223 (DE-600)2501465-1 0974-9861 nnns volume:54 year:2009 number:1 month:03 pages:42-53 https://dx.doi.org/10.1007/s12646-009-0006-5 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 54 2009 1 03 42-53
allfieldsGer	10.1007/s12646-009-0006-5 doi (DE-627)SPR026529106 (SPR)s12646-009-0006-5-e DE-627 ger DE-627 rakwb eng Gaschler, Robert verfasserin aut When vaccinating against information reduction works and when it does not work 2009 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © National Academy of Psychology (NAOP) India 2009 Abstract Practice not only affects how information is processed, but also which information is processed. The Information-Reduction Hypothesis (i.e. Haider & Frensch, 1996) holds that — with practice — irrelevant task information (i.e. information that is not logically needed to correctly perform the task) is discarded from processing. Recently, Gaschler and Frensch (2007) have demonstrated that Information Reduction is not affected by the frequency with which individual task configurations are presented: well-practiced and little-practiced irrelevant task configurations are discarded at the same point in time during practice; Information Reduction is thus an item-general phenomenon. These findings suggest that Information Reduction is at least in part a consequence of top-down, voluntary control. In the present research, we ask how tasks can be constructed such that Information Reduction is avoided. Our results show that item-general Information Reduction is observed even when it leads to severe processing costs (i.e. errors). On the whole, the present results are in line with models of skill acquisition incorporating top-down modulation (e.g. Haider & Frensch, 2002) and are incompatible with purely data-driven accounts of skill acquisition (e.g. Logan, 1988; Nosofski & Palmeri, 1997; Palmeri, 1997; Rickard, 2004). Information reduction (dpeaa)DE-He213 Practice (dpeaa)DE-He213 Processing cost (dpeaa)DE-He213 Skill acquisition (dpeaa)DE-He213 Top-down modulation (dpeaa)DE-He213 Frensch, Peter A. aut Enthalten in Psychological studies Neu Delhi : Springer India, 2009 54(2009), 1 vom: März, Seite 42-53 (DE-627)603486223 (DE-600)2501465-1 0974-9861 nnns volume:54 year:2009 number:1 month:03 pages:42-53 https://dx.doi.org/10.1007/s12646-009-0006-5 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 54 2009 1 03 42-53
allfieldsSound	10.1007/s12646-009-0006-5 doi (DE-627)SPR026529106 (SPR)s12646-009-0006-5-e DE-627 ger DE-627 rakwb eng Gaschler, Robert verfasserin aut When vaccinating against information reduction works and when it does not work 2009 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © National Academy of Psychology (NAOP) India 2009 Abstract Practice not only affects how information is processed, but also which information is processed. The Information-Reduction Hypothesis (i.e. Haider & Frensch, 1996) holds that — with practice — irrelevant task information (i.e. information that is not logically needed to correctly perform the task) is discarded from processing. Recently, Gaschler and Frensch (2007) have demonstrated that Information Reduction is not affected by the frequency with which individual task configurations are presented: well-practiced and little-practiced irrelevant task configurations are discarded at the same point in time during practice; Information Reduction is thus an item-general phenomenon. These findings suggest that Information Reduction is at least in part a consequence of top-down, voluntary control. In the present research, we ask how tasks can be constructed such that Information Reduction is avoided. Our results show that item-general Information Reduction is observed even when it leads to severe processing costs (i.e. errors). On the whole, the present results are in line with models of skill acquisition incorporating top-down modulation (e.g. Haider & Frensch, 2002) and are incompatible with purely data-driven accounts of skill acquisition (e.g. Logan, 1988; Nosofski & Palmeri, 1997; Palmeri, 1997; Rickard, 2004). Information reduction (dpeaa)DE-He213 Practice (dpeaa)DE-He213 Processing cost (dpeaa)DE-He213 Skill acquisition (dpeaa)DE-He213 Top-down modulation (dpeaa)DE-He213 Frensch, Peter A. aut Enthalten in Psychological studies Neu Delhi : Springer India, 2009 54(2009), 1 vom: März, Seite 42-53 (DE-627)603486223 (DE-600)2501465-1 0974-9861 nnns volume:54 year:2009 number:1 month:03 pages:42-53 https://dx.doi.org/10.1007/s12646-009-0006-5 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 54 2009 1 03 42-53
language	English
source	Enthalten in Psychological studies 54(2009), 1 vom: März, Seite 42-53 volume:54 year:2009 number:1 month:03 pages:42-53
sourceStr	Enthalten in Psychological studies 54(2009), 1 vom: März, Seite 42-53 volume:54 year:2009 number:1 month:03 pages:42-53
format_phy_str_mv	Article
institution	findex.gbv.de
topic_facet	Information reduction Practice Processing cost Skill acquisition Top-down modulation
isfreeaccess_bool	false
container_title	Psychological studies
authorswithroles_txt_mv	Gaschler, Robert @@aut@@ Frensch, Peter A. @@aut@@
publishDateDaySort_date	2009-03-01T00:00:00Z
hierarchy_top_id	603486223
id	SPR026529106
language_de	englisch
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author	Gaschler, Robert
spellingShingle	Gaschler, Robert misc Information reduction misc Practice misc Processing cost misc Skill acquisition misc Top-down modulation When vaccinating against information reduction works and when it does not work
authorStr	Gaschler, Robert
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topic_title	When vaccinating against information reduction works and when it does not work Information reduction (dpeaa)DE-He213 Practice (dpeaa)DE-He213 Processing cost (dpeaa)DE-He213 Skill acquisition (dpeaa)DE-He213 Top-down modulation (dpeaa)DE-He213
topic	misc Information reduction misc Practice misc Processing cost misc Skill acquisition misc Top-down modulation
topic_unstemmed	misc Information reduction misc Practice misc Processing cost misc Skill acquisition misc Top-down modulation
topic_browse	misc Information reduction misc Practice misc Processing cost misc Skill acquisition misc Top-down modulation
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title	When vaccinating against information reduction works and when it does not work
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title_full	When vaccinating against information reduction works and when it does not work
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author_browse	Gaschler, Robert Frensch, Peter A.
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author-letter	Gaschler, Robert
doi_str_mv	10.1007/s12646-009-0006-5
title_sort	when vaccinating against information reduction works and when it does not work
title_auth	When vaccinating against information reduction works and when it does not work
abstract	Abstract Practice not only affects how information is processed, but also which information is processed. The Information-Reduction Hypothesis (i.e. Haider & Frensch, 1996) holds that — with practice — irrelevant task information (i.e. information that is not logically needed to correctly perform the task) is discarded from processing. Recently, Gaschler and Frensch (2007) have demonstrated that Information Reduction is not affected by the frequency with which individual task configurations are presented: well-practiced and little-practiced irrelevant task configurations are discarded at the same point in time during practice; Information Reduction is thus an item-general phenomenon. These findings suggest that Information Reduction is at least in part a consequence of top-down, voluntary control. In the present research, we ask how tasks can be constructed such that Information Reduction is avoided. Our results show that item-general Information Reduction is observed even when it leads to severe processing costs (i.e. errors). On the whole, the present results are in line with models of skill acquisition incorporating top-down modulation (e.g. Haider & Frensch, 2002) and are incompatible with purely data-driven accounts of skill acquisition (e.g. Logan, 1988; Nosofski & Palmeri, 1997; Palmeri, 1997; Rickard, 2004). © National Academy of Psychology (NAOP) India 2009
abstractGer	Abstract Practice not only affects how information is processed, but also which information is processed. The Information-Reduction Hypothesis (i.e. Haider & Frensch, 1996) holds that — with practice — irrelevant task information (i.e. information that is not logically needed to correctly perform the task) is discarded from processing. Recently, Gaschler and Frensch (2007) have demonstrated that Information Reduction is not affected by the frequency with which individual task configurations are presented: well-practiced and little-practiced irrelevant task configurations are discarded at the same point in time during practice; Information Reduction is thus an item-general phenomenon. These findings suggest that Information Reduction is at least in part a consequence of top-down, voluntary control. In the present research, we ask how tasks can be constructed such that Information Reduction is avoided. Our results show that item-general Information Reduction is observed even when it leads to severe processing costs (i.e. errors). On the whole, the present results are in line with models of skill acquisition incorporating top-down modulation (e.g. Haider & Frensch, 2002) and are incompatible with purely data-driven accounts of skill acquisition (e.g. Logan, 1988; Nosofski & Palmeri, 1997; Palmeri, 1997; Rickard, 2004). © National Academy of Psychology (NAOP) India 2009
abstract_unstemmed	Abstract Practice not only affects how information is processed, but also which information is processed. The Information-Reduction Hypothesis (i.e. Haider & Frensch, 1996) holds that — with practice — irrelevant task information (i.e. information that is not logically needed to correctly perform the task) is discarded from processing. Recently, Gaschler and Frensch (2007) have demonstrated that Information Reduction is not affected by the frequency with which individual task configurations are presented: well-practiced and little-practiced irrelevant task configurations are discarded at the same point in time during practice; Information Reduction is thus an item-general phenomenon. These findings suggest that Information Reduction is at least in part a consequence of top-down, voluntary control. In the present research, we ask how tasks can be constructed such that Information Reduction is avoided. Our results show that item-general Information Reduction is observed even when it leads to severe processing costs (i.e. errors). On the whole, the present results are in line with models of skill acquisition incorporating top-down modulation (e.g. Haider & Frensch, 2002) and are incompatible with purely data-driven accounts of skill acquisition (e.g. Logan, 1988; Nosofski & Palmeri, 1997; Palmeri, 1997; Rickard, 2004). © National Academy of Psychology (NAOP) India 2009
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title_short	When vaccinating against information reduction works and when it does not work
url	https://dx.doi.org/10.1007/s12646-009-0006-5
remote_bool	true
author2	Frensch, Peter A.
author2Str	Frensch, Peter A.
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doi_str	10.1007/s12646-009-0006-5
up_date	2024-07-03T21:20:22.710Z
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score	7.4004345

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