Knowles, B. A., Hammond, K. R., Stewart, T. R., & Summers, D. A. (1971). Positive and negative redundancy in multiple cue probability tasks. Journal of Experimental Psychology, 90(1), 157-159.
http://dx.doi.org/10.1037/h0031340
Tested 108 undergraduates on a 2-cue probability learning task in which the form (positive or negative) and magnitude (high or low) of stimulus redundancy were varied. An analysis of 50 learning trials revealed a significant main effect for form, as well as an interaction between form and magnitude. Learning occurred most rapidly in the task involving high positive redundancy and least rapidly in the task involving high negative redundancy. Findings are interpreted in terms of task characteristics which accompany redundancy. Implications for informational redundancy in learning tasks are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)