Abstract

Recency effects (REs) have been well established in memory and probability learning paradigms but have received little attention in category learning research. Extant categorization models predict REs to be unaffected by learning, whereas a functional interpretation of REs, suggested by results in other domains, predicts that people are able to learn sequential dependencies and incorporate this information into their responses. These contrasting predictions were tested in 2 experiments involving a classification task in which outcome sequences were autocorrelated. Experiment 1 showed that reliance on recent outcomes adapts to the structure of the task, in contrast to models ’ predictions. Experiment 2 provided constraints on how sequential information is learned and suggested possible extensions to current models to account for this learning. Recency effects (REs) are a robust phenomenon in cognitive psychology. REs are said to occur whenever more recent experiences are better remembered or are more influential in judgments about present situations. For example, in research on verbal working memory, REs are arguably among the most fundamental established phenomena, most commonly seen as increased performance

Citations