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. Author manuscript; available in PMC: 2019 Aug 1.
Published in final edited form as: Cognition. 2018 May 2;177:263–277. doi: 10.1016/j.cognition.2018.04.007

Fig. 2.

Fig. 2

Simulation results showing how the mapping between hypothetical changes in underlying learning rate (the left graph in each pair) and empirically measured changes in ultimate attainment is many-to-many. These quantitative predictions were derived from the ELSD model, described below, but the basic point is model-independent.