Explicit and implicit processes in multicue judgment

Evans, Jonathan St. B. T. and Clibbens, John and Cattani, Allegra and Harris, Anita and Dennis, Ian (2003) Explicit and implicit processes in multicue judgment. Memory & Cognition, 31 (4). pp. 608-618. ISSN 0090-502X

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In two experiments, a multicue probability learning task was used to train participants in relating judgments to a criterion, on the basis of several cues that could or could not be relevant. The outcome feedback had 25% added noise to simulate real-world experience-based learning. Judgmental strategies acquired were measured by individual multiple linear regression analyses of a test phase (with no feedback) and were compared with self-ratings of cue relevance. In a third experiment, participants were instructed explicitly on cue relevance, with no training phase. The pattern of results suggested that both implicit and explicit cognitive processes influenced judgments and that they may have been sensitive to different task manipulations in the learning phase. On more complex tasks, despite weak explicit learning, explicit processes continued to influence judgments, producing a decrement in performance. These findings explain why studies of expert judgment often show only moderate levels of self-insight, since people have only partial access to the processes determining their judgments.

Item Type: Article
Identification Number: https://doi.org/10.3758/BF03196101
Date: 2003
Subjects: C800 Psychology
Divisions: Faculty of Business, Law and Social Sciences > School of Social Sciences > Dept. Psychology
REF UoA Output Collections > REF2021 UoA 04: Psychology, Psychiatry and Neuroscience
Depositing User: John Clibbens
Date Deposited: 05 Apr 2017 10:01
Last Modified: 05 Apr 2017 10:01
URI: http://www.open-access.bcu.ac.uk/id/eprint/4166

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