Evaluating three frameworks for the value of information: adaptation to task characteristics and probabilistic structure

We identify, and provide an integration of, three frameworks for measuring the informativeness of cues in a multiple-cue judgment task. Cues can be ranked by information value according to expected information gain (Bayesian framework), cue-outcome correlation (Correlational framework), or ecological validity (Ecological framework). In three experiments, all frameworks significantly predicted information acquisition, with the Correlational (then the Bayesian) framework being most successful. Additionally, participants adapted successfully to task characteristics (cue cost, time pressure, and information limitations) – altering the gross amount of information acquired, but not responding to more subtle features of the cues’ information value that would have been beneficial. Rational analyses of our task environments indicate that participants' behavior can be considered successful from a boundedly rational standpoint

Explicit learning in ACT-R

A popular distinction in the learning literature is the distinction between implicit and explicit learning. Although many studies elaborate on the nature of implicit learning, little attention is left for explicit learning. The unintentional aspect of implicit learning corresponds well to the mechanistic view of learning employed in architectures of cognition. But how to account for deliberate, intentional, explicit learning? This chapter argues that explicit learning can be explained by strategies that exploit implicit learning mechanisms. This idea is explored and modelled using the ACT-R theory (Anderson, 1993). An explicit strategy for learning facts in ACT-R’s declarative memory is rehearsal, a strategy that uses ACT-R’s activation learning mechanisms to gain deliberate control over what is learned. In the same sense, strategies for explicit procedural learning are proposed. Procedural learning in ACT-R involves generalisation of examples. Explicit learning rules can create and manipulate these examples. An example of these explicit rules will be discussed. These rules are general enough to be able to model the learning of three different tasks. Furthermore, the last of these models can explain the difference between adults and children in the discrimination-shift task

Visual search and decision making in bees: time, speed and accuracy

An insect searching a meadow for flowers may detect several flowers from different species per second, so the task of choosing the right flowers rapidly is not trivial. Here we apply concepts from the field of visual search in human experimental psychology to the task a bee faces in searching a meadow for familiar flowers, and avoiding ‘‘distraction’’ by unknown or unrewarding flowers. Our approach highlights the importance of visual information processing for understanding the behavioral ecology of foraging. Intensity of illuminating light, target contrast with background (both chromatic and achromatic), and number of distractors are all shown to have a direct influence on decision times in behavioral choice experiments. To a considerable extent, the observed search behavior can be explained by the temporal and spatial properties of neuronal circuits underlying visual object detection. Our results also emphasize the importance of the time dimension in decision making. During visual search in humans, improved accuracy in solving discrimination tasks comes at a cost in response time, but the vast majority of studies on decision making in animals have focused on choice accuracy, not speed. We show that in behavioral choice experiments in bees, there is a tight link between the two. We demonstrate both between-individual and within- individual speed-accuracy tradeoffs, whereby bees exhibit considerable behavioral flexibility in solving visual search tasks. Motivation is an important factor in selection of behavioral strategies for a search task, and sensory discrimination capabilities may be underestimated by studies that quantify accuracy of behavioral choice but neglect the temporal dimension

High resolution, high capacity, spatial specificity in perceptual learning.

Research of perceptual learning has received significant interest due to findings that training on perceptual tasks can yield learning effects that are specific to the stimulus features of that task. However, recent studies have demonstrated that while training a single stimulus at a single location can yield a high-degree of stimulus specificity, training multiple features, or at multiple locations can reveal a broad transfer of learning to untrained features or stimulus locations. We devised a high resolution, high capacity, perceptual learning procedure with the goal of testing whether spatial specificity can be found in cases where observers are highly trained to discriminate stimuli in many different locations in the visual field. We found a surprising degree of location specific learning, where performance was significantly better when target stimuli were presented at 1 of the 24 trained locations compared to when they were placed in 1 of the 12 untrained locations. This result is particularly impressive given that untrained locations were within a couple degrees of visual angle of those that were trained. Given the large number of trained locations, the fact that the trained and untrained locations were interspersed, and the high-degree of spatial precision of the learning, we suggest that these results are difficult to account for using attention or decision strategies and instead suggest that learning may have taken place for each location separately in retinotopically organized visual cortex

Discrimination against same sex attracted youth: the role of the school counsellor

Beginning with a discussion of current legislation in Australia around inclusion, this paper highlights recent research into the school experience of Same Sex Attracted Youth (SSAY), including the issues faced by students,and the negative outcomes of such experiences. The school experiences of SSAY youth is positioned within a social justice framework. The critical role that school counsellors can play in determining school culture is examined. The role of a school counsellor as part of a pastoral care team within school management is also highlighted. Factors that may influence a more supportive and inclusive school culture are discussed