Эффект выученного невнимания в задаче на понятийную гибкость: роль называемости частей объекта

Психологические исследования: электронный научный журнал. 2022. Т. 15. № 84. Статья 6.

Жердева М. П., Kotov A. A.

Previous studies have shown that it is difficult to return attention back to previously irrelevant information during learning when it becomes relevant again. This so-called effect of learned inattention is thought to result from selective attention. In the current study we examined the role of part nameability in the learned inattention effect. Two experimental conditions with high and low nameability for parts in category examples were implemented. The study participants performed a classification task with pronounced effect of learned inattention. One group was given the examples with easy verbal association of parts, whereas the other group –difficult ones. No differences were found between the learning performance during the transfer of a relevant feature to a previously irrelevant feature in high and low nameability conditions. We only obtained indirect measures of the high nameability impact on the effect of learned inattention –the effect was weaker at the beginning of the transfer and disappeared quickly. The study results as well as limitations associated with naming in the conceptual flexibility task are discussed.

Keywords: категориальное научение, category learning

Publication based on the results of: Brain and math: Cognition, age, and environmental factors (2022)