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Heurystyka zakotwiczenia i dopasowania na materiale prezentowanym w postaci listy zwierząt

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Rączy K., Osewski M., Skóra Z.
Rocznik Kognitywistyczny
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2011
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vol. 5
183-189
EN
The experiment shows an attempt to answer the question, whether the anchoring effect occurs on a material different from the numeral one, in this case, presented as an animal list. Two studies have been conducted, and the participants were university and high school students. First study, utilized visual presentation of a list of animals arranged analogically to Tversky and Kahneman’s experiment (1982). In the second study, previous animals were replaced by new ones and the weight of each has been added. Also, the list has been presented to participants by reading aloud. The results of first study, has not confirmed the anchoring effect. Although, the second study showed the participants’ decisions were biased. They were affected by anchoring not on the first element of the list but on the last one. The following finding is interpreted as the priority effect.
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The effect of multi-modal learning in Artificial Grammar Learning Task

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Rączy K., Skóra Z., Szul M. J.
Rocznik Kognitywistyczny
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2015
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vol. 8
PL
The aim of the following study was to answer the question whether multimodal grammar learning would improve classification accuracy as compared with a unimodal learning. To test this hypothesis, an experimental procedure was constructed based on the research conducted by Conway and Christiansen [2006]. Their study regarded modality-specific Artificial Grammar Learning task (AGL). The grammatical sequence that was used in the study presented here was based on an algorithm with a finite number of results. Two additional sets of ungrammatical sequences were generated in a random manner. One of them was used in the learning phase in the control group while the second one, in the classification phase, in both, control and experimental groups. The obtained results showed that participants performed classification task above the chance level. These findings supported the hypothesis, which stated that grammar learning would occur [Conway and Christiansen 2006; Reber 1989]. We did not observe any effect regarding the hypothesized accuracy enhancement in a multimodal learning condition.
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