Conditions of applicability of a strategy choice model

Developmental Psychology, 2014

We investigated a new phenomenon that sheds light on age-related differences in strategy selection: the strategy repetition phenomenon (i.e., tendency to repeat the same strategy over consecutive items). Young and older adults had to provide the best estimates of multiplication problems like 47 ϫ 86. They had to select the best of 2 rounding strategies on each problem, the rounding-down strategy (i.e., doing 40 ϫ 80 ϭ 3,200) or the rounding-up strategy (i.e., doing 50 ϫ 90 ϭ 4,500). Data showed that both young and older adults repeated the same strategy over consecutive problems more often than chance and repeated strategies more often in the 2-prime condition (i.e., after executing one strategy to solve the 2 immediately preceding problems) than in the 1-prime condition (i.e., after executing a strategy on one immediately preceding problem). Moreover, this strategy repetition phenomenon increased with age, especially in the most difficult condition (e.g., when participants solved rounding-up problems in the 2-prime condition). Our findings have important theoretical and empirical implications for computational models of strategy selection and for furthering our understanding of strategic development during adulthood.

Research has shown the importance of strategies in guiding problem solving behavior. The experiment and model presented here provide further specification of how more optimal strategies come to be adopted with experience. Isomorphs of the Tower of Hanoi were used to allow participants to develop a degree of expertise with a novel task. In the solutions, evidence for at least two strategies is apparent. The results suggest that when strategies are not successful in achieving the goal, other strategies may emerge and eventually come to dominate performance in a task. The ACT-R model of this task captures participant performance by using the same strategies to solve the problems and by gradually switching to more effective ones as simple strategies fail in solving the problems.

Journal of Behavioral Decision Making, 2012

The effects of aging and deliberative activities on decision making were examined. In two separate tasks, young, middle-aged, and older adults were presented with four alternatives and given instructions to choose the best one. Following study, participants were either given additional time to think about their decision or were prevented from doing so. Decision quality did not benefit from additional deliberative activity when the structure of the stimuli facilitated fluent online processing. In contrast, deliberation promoted performance when such processing was more difficult. In addition, those individuals who focused on attribute information relevant to the decision context performed better than those who did not. Age differences in performance were minimal, but older adults with lower levels of education or cognitive ability tended to perform worse than the rest of the sample under conditions where deliberative skills were required to promote performance. The results are inconsistent with recent proposals regarding the benefits of passive deliberation. In addition, the results support the general assertion that the age effects in decision making will be most evident in situations dependent upon deliberative skills.

Routledge eBooks, 2020

From the time humans first appeared on earth, we are facing a desire to understand our world and to learn what we need to know to survive (Weinstein et al., 2011). However, it is only from the 1970s onwards that the psychological study of strategies began in earnest. By then, educational research and practice was dominated by the behaviouristic theory on learning and instruction, which considered learning merely as a result of certain environmental contingencies (i.e., trial and error, rewards and punishments). Accordingly, the research at that time demonstrated that learners' knowledge could significantly be modified through training (Bryant, Vincent, Shaqlaih, & Moss, 2013). Behaviouristic

2010

We examine the strategic sophistication of adolescents, aged 10 to 17 years, in experimental normal-form games. Besides making choices, subjects have to state their first-and secondorder beliefs. We find that choices are more often a best reply to beliefs if any player has a dominant strategy and equilibrium payoffs are not too unequal. Using a mixture model we can estimate for each subject the probability to be any of eight different strategic and nonstrategic types. The econometric estimation reveals that older subjects are more likely to eliminate dominated strategies, and that subjects with good math grades are more strategic.

Behavior Research Methods, 1995

An early version of the computer gameStar Trek was modified to conduct behavioral research. By appropriate use of the starship’s weapon and defense systems, the player can kill enemy ships and avoid destruction. The player’s moves, as well as the time and state of the game environment when each move occurs, are recorded. The procedure tracks performance changes over time very well, and allows the dissection of performance into sequences of commands that reflect the subject’s play strategy. Computer games such asStar Trek could be the basis for experiments that bridge the gap between operant and cognitive research.

Psychology of Learning and Motivation, 1998

Cognitive Development, 2004

Two experiments examined the effect of age and cognitive demands on children's choice strategies. Children aged 8-9 and 12-13 years were asked to choose among either two or four products that differed in several attributes of varying importance to them. Choice tasks were designed to differentiate between the lexicographic and the equal-weighting strategies that the children used. The results showed that older children use the two strategies more appropriately than younger children do. The choice of strategies reflects the demands of the task. All children were more likely to use the strategies correctly when choosing between two alternatives and tended to rely on the relatively less cognitive-demanding lexicographic strategy to choose among four alternatives. However, they were less likely to employ the lexicographic strategy in simpler tasks and when its use was difficult to justify, indicating an adaptive use.

International Journal of Psychology, 2006

P ast research has demonstrated that older adults are more likely than younger adults to exhibit information selectivity in decision making. Two alternative explanations have been proposed to account for this age difference. One explanation attributes the increase in information selectivity to older adults' reliance on prior knowledge, whereas the other explanation suggests that it reflects reduced information processing capacity. The aim of this research was to explore the latter explanation by controlling for experiential factors and varying the cognitive demands involved in decision making. Specifically, participants were faced with unfamiliar decision problems, and had to base their decisions on the available information in order to reach a desired goal. In Experiment 1 younger and older participants were required to play a game involving chance. The outcome payoff was varied between three conditions (approach, avoidance, and control). The results indicated that both the younger and the older participants based their decisions on payoff, though the older participants did so to a lesser extent. In Experiment 2 younger and older participants performed a similar decision task but with higher cognitive demands. Specifically, the decision-making task included two dimensions of information, outcome probability and outcome payoff. The results showed that the younger participants based their decisions on probability and payoff whereas the older participants based their decisions on probability alone. In Experiment 3 younger and older participants made decisions in a sale context and received instructional cue to incorporate payoff information in their decisions. As before, the younger participants utilized probability and payoff, whereas the older participants based their decisions only on probability information. The findings are discussed in terms of age differences in information-processing capacity, metacognition, motivation, and goal-setting.

Experimental Aging Research, 2012

Background/Study Context-Interactive imagery is superior to rote repetition as an encoding strategy for paired associate (PA) recall. Younger and older individuals often rate these strategies as equally effective before they gain experience using each strategy. The present study investigated how experimenter-supervised and participant-chosen strategy experience affected younger and older adults' knowledge about the effectiveness of these two strategies. Methods-Ninety-nine younger (M = 19.0 years, SD = 1.4) and 90 older adults (M = 70.4 years, SD = 5.2) participated in the experiment. In learning a first PA list participants were either instructed to use imagery or repetition to study specific items (supervised) or could choose their own strategies (unsupervised). All participants were unsupervised on a second PA list to evaluate whether strategy experience affected strategy knowledge, strategy use, and PA recall. Results-Both instruction groups learned about the superiority of imagery use through task experience, downgrading repetition ratings and upgrading imagery ratings on the second list. However, older adults showed less knowledge updating than did younger adults. Previously supervised younger adults increased their imagery use, improving PA recall; older adults maintained a higher level of repetition use. Conclusions-Older adults update knowledge of the differential effectiveness of the rote and imagery strategies, but to a lesser degree than younger adults. Older adults manifest an inertial tendency to continue using the repetition strategy even though they have learned that it is inferior to interactive imagery.