{"pk":25988,"title":"Yes, No, Maybe So: The Effect of Ambiguity, Falsification, and Confirmation on\nRe-Categorization","subtitle":null,"abstract":"Researchers argue that dissatisfaction with a misconception is a prerequisite for adopting an alternative conception\nand that having clear feedback aids learning. The present study investigated the importance of ambiguity (having response\noptions that support both the misconception and target learning category), falsification, and category induction opportunities\nwhen overriding a prior conception in favor of a new conception. The results suggest that ambiguity and direct falsification\nopportunities may aid in learning more than having both direct falsification and induction opportunities, which may be better\nthan ambiguity and providing induction opportunities without direct falsification. Ambiguity may improve learning when\ncoupled with falsification opportunities. Implications are discussed.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/19w5n86t","frozenauthors":[{"first_name":"Jared","middle_name":"","last_name":"Ramsburg","name_suffix":"","institution":"University of Illinois at Chicago","department":""},{"first_name":"Stellan","middle_name":"","last_name":"Ohlsson","name_suffix":"","institution":"University of Illinois at Chicago","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25988/galley/15612/download/"}]}