Perceptual Learning: Differentiation or Enrichment?

By J. Gibson, E. Gibson

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Citations in the corpus

Designing for Productive Failure (2012, methodology): “First, students often do not have the necessary prior knowledge differentiation to be able to discern and understand the affordances of domain-specific representations and methods given during DI (eg, Schwartz & Martin, 2004 ; for a similar argument applied to perceptual learning, see Garner, 1974”
An instance theory of attention and memory. (2002, unknown): “Many theories of perceptual learning have assumed something like increasing sensitivity over practice (e.g., Gibson & Gibson, 1955), so it is a promising avenue for future research.”
Therapist Skills: A Cognitive Model of their Acquisition and Refinement (2005, background): “Throughout these cognitive operations, probably the key mechanism of learning that is most characteristic of the reflective system is perceptual learning (Bransford, Franks, Vye and Sherwood, 1989; Gibson and Gibson, 1955).”
Authoritative, Accountable Positioning and Connected, General Knowing: Progressive Themes in Understanding Transfer (2006, background): “A recent study by Goldstone and Son (2005) explored this issue.”
Inventing to Prepare for Future Learning: The Hidden Efficiency of Encouraging Original Student Production in Statistics Instruction (2004, background): “A significant body of research describes learning to perceive in terms of noticing what differentiates one thing from another (Garner, 1974; J. Gibson & Gibson, 1955; Marton & Booth, 1997), and contrasting cases are a powerful way to help people discern differentiating properties (Bransford, Frank”
The consequences of differentiation in episodic memory: Similarity and the strength based mirror effect (2006, background): “Differentiation was first introduced by Gibson (1940; 1969; Gibson & Gibson, 1955 ) in the realm of perceptual learning and later incorporated into models of episodic memory as an explanation for the null list strength effect in recognition memory (Murnane & Shiffrin, 1991; Ratcliff, Clark, & Shiff”
Theories of artificial grammar learning. (2007, background): “For example, according to Rouder and Ratcliff (2006), as learning enables participants to differentiate among exemplars, categorization becomes exemplarbased , but early on, when stimuli are confusable, categorization is rule-based (Gibson & Gibson, 1955; Johansen & Palmeri, 2002; Logan, 1988).”
Seeking the General Explanation: A Test of Inductive Activities for Learning and Transfer. (2015, background): “Journal of Research in Science Teaching Third, Bacon’s table of gradations prefigures research on the importance of systematic variation for helping people learn the major underlying dimensions of empirical phenomena (Gibson & Gibson, 1955; Gibson, 1979).”
Practicing versus inventing with contrasting cases: The effects of telling first on learning and transfer. (2011, background): “This differs from the cognitive enterprise of identifying the mental structures that enable people to enrich or go beyond the available information (see also J. J. Gibson & Gibson, 1955).”
Productive failure in mathematical problem solving (2010, background): “First, students often do not have the necessary prior knowledge differentiation to be able to discern and understand the affordances of domain-specific representations and methods during direct instruction (e.g., Amit and Fried 2005; Even 1998; Schwartz and Martin 2004; for a similar argument applie”
The development of decision making skill in sport : an ecological dynamics perspective (2009, background): “…perspective, the role of information and intentionality in decision making and action can be understood in physical terms (i.e., a law-based understanding of discrete and dynamic aspects of human behavior) (see Shaw, 2001; Shaw & Turvey, 1999; see Araújo et al., 2006 for an application in sport).”