730 publications from this institution
Multidimensional functional learning may be studied by means of a general class of tasks in which a multidimensional stimulus pattern is functionally related to a criterion. Subjects learned to predict a numerical criterion value from three numerical cues, varying in importance. In addition to simple outcome feedback, several sophisticated methods of computer-controlled feedback were employed. Results showed that a task with nonlinear cue-criterion relationships was not learned by discrete-trial outcome feedback whether or not the learners had active control over the stimulus sequence, and whether or not the cues were varied randomly or systematically over trials. Computer displays showing both the task characteristics and the learner's response characteristics produced effective learning. So did partial differential feedback (PDF), a continuous form of feedback in which the stimulus characteristics are controlled by the subject and the numerical criterion is replaced by a tonal frequency. These results suggest that appropriate feedback might enable people to learn far more complex functional relationships than have been thought possible.
A critical question for government officials, managers of NGOs, and politicians is how to respond to situations in which large numbers of lives are at risk.Theories in judgment and decision making as well as economics suggest diminishing marginal utility with increasing quantities of goods.In the domain of lifesaving, this form of non-linearity implies decreasing concern for individual lives as the number of affected people increases.In this paper, we show how intuitive valuations based on prosocial emotions can lead to scope insensitivity and suboptimal responses to lives at risk.We present both normative and descriptive models of valuations of lives and discuss the underlying psychological processes as they relate to judgments and decisions made in public policy and by NGOs.