Positive and negative cue redundancy in multiple cue probability learning

Results indicated that Ss did not learn the negative validity tasks, and the positive redundancy groups were significantly more consistent in the employment of their decision strategy than the negative redundancy groups when cue validities were positive.

Abstract

In two separate experiments, 80 introductory psychology students completed a two-cue probability learning task in which cue intercorrelation was positive or negative and cue validities were positive or negative. Results indicated that Ss did not learn the negative validity tasks. In addition, there were no significant differences between groups in achievement due to cue intercorrelation within any one experiment. However, the positive redundancy groups were significantly more consistent in the employment of their decision strategy than the negative redundancy groups when cue validities were positive. The negative redundancy groups were superior to positive redundancy groups in matching; again, when cue validities were positive.