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المؤلفون: Mark K. Johansen, Emma L. Morgan
المصدر: Memory & Cognition
مصطلحات موضوعية: media_common.quotation_subject, Concept Formation, Inference, Experimental and Cognitive Psychology, computer.software_genre, 050105 experimental psychology, Article, 03 medical and health sciences, 0302 clinical medicine, Arts and Humanities (miscellaneous), Concept learning, Perception, Humans, Learning, 0501 psychology and cognitive sciences, media_common, business.industry, 05 social sciences, Rule representation, Classification, Neuropsychology and Physiological Psychology, Categorization, Feature inference, Category learning, Artificial intelligence, business, Psychology, computer, 030217 neurology & neurosurgery, Natural language processing
الوصف: Categories have at least two main functions: classification of instances and feature inference. Classification involves assigning an instance to a category, and feature inference involves predicting a feature for a category instance. Correspondingly, categories can be learned in two distinct ways, by classification and feature inference. A typical difference between these in the perceptual category learning paradigm is the presence of the category label as part of the stimulus in feature inference learning and not in classification learning. So we hypothesized a label-induced rule-bias in feature inference learning compared to classification and evaluated it on an important starting point in the field for category learning – the category structures from Shepard, Hovland, and Jenkins (Psychological Monographs: General and Applied, 75(13), 1-42, 1961). They classically found that classification learning of structures consistent with more complex rules resulted in poorer learning. We compared feature inference learning of these structures with classification learning and found differences between the learning tasks supporting the label-bias hypothesis in terms of an emphasis on label-based rules in feature inference. Importantly, participants’ self-reported rules were largely consistent with their task performance and indicated the preponderance of rule representation in both tasks. So, while the results do not support a difference in the kind of representation for the two learning tasks, the presence of category labels in feature inference tended to focus rule formation. The results also highlight the specialized nature of the classic Shepard et al. (1961) stimuli in terms of being especially conducive to the formation of compact verbal rules.
وصف الملف: application/pdf
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المؤلفون: Ronaldo Vigo, Derek E. Zeigler
المصدر: Memory & Cognition. 46:1041-1057
مصطلحات موضوعية: Adult, Concept Formation, Stability (learning theory), Experimental and Cognitive Psychology, Context (language use), computer.software_genre, 050105 experimental psychology, Session (web analytics), Young Adult, 03 medical and health sciences, 0302 clinical medicine, Arts and Humanities (miscellaneous), Concept learning, Reaction Time, medicine, Humans, Learning, 0501 psychology and cognitive sciences, Categorical variable, business.industry, 05 social sciences, Degree (music), Neuropsychology and Physiological Psychology, Pattern Recognition, Visual, Categorization, Learning disability, Artificial intelligence, medicine.symptom, business, Psychology, computer, 030217 neurology & neurosurgery, Natural language processing
الوصف: Learning difficulty orderings for categorical stimuli have long provided an empirical foundation for concept learning and categorization research. The conventional approach seeks to determine learning difficulty orderings in terms of mean classification accuracy. However, it is relatively rare that the stability of such orderings is tested over a period of extended learning. Further, research rarely explores dependent variables beyond classification accuracy that may also indicate relative learning difficulty, such as classification response times (RTs). Using a family of category structures defined over three binary dimensions and four positive examples that is well-known for its robust learning difficulty ordering, we report the results of two experiments that test the stability of the ordering (in terms of both errors and RTs) over multiple category learning sessions. The experimental stimuli consisted of instantiations of each of the six category structures in the family. These take the form of categories consisting of four "flasks" that vary along the binary features of size (large or small), shape (circular or triangular), and color (black or white). Experiment 1 shows that when participants are randomly presented instances of all six types, the difficulty ordering remains stable across all three sessions. This stability is present in terms of mean accuracy (errors) as well as mean RTs. In Experiment 2, participants were repeatedly exposed to category instances of a single type. In terms of errors, the ordering is revealed in the first session and disappears in later sessions. The opposite trend is observed for classification RTs: The ordering is not present in the first session but is revealed in later sessions. This suggests that even when individuals reach a relative degree of expertise in terms of reduced errors, the original degree of difficulty continues to influence processing. We interpret these results in the context of the concept learning and perceptual expertise literatures.
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المؤلفون: Kenneth J. Kurtz, Kimery R. Levering
المصدر: Memory & Cognition. 43:266-282
مصطلحات موضوعية: Adult, Structure (mathematical logic), business.industry, Concept Formation, Experimental and Cognitive Psychology, computer.software_genre, Generalization, Psychological, Discrimination Learning, Young Adult, Neuropsychology and Physiological Psychology, Arts and Humanities (miscellaneous), Discriminative model, Categorization, Generalization (learning), Concept learning, Humans, Observational learning, Unsupervised learning, Artificial intelligence, business, Psychology, computer, Generative grammar, Natural language processing
الوصف: The traditional supervised classification paradigm encourages learners to acquire only the knowledge needed to predict category membership (a discriminative approach). An alternative that aligns with important aspects of real-world concept formation is learning with a broader focus to acquire knowledge of the internal structure of each category (a generative approach). Our work addresses the impact of a particular component of the traditional classification task: the guess-and-correct cycle. We compare classification learning to a supervised observational learning task in which learners are shown labeled examples but make no classification response. The goals of this work sit at two levels: (1) testing for differences in the nature of the category representations that arise from two basic learning modes; and (2) evaluating the generative/discriminative continuum as a theoretical tool for understand learning modes and their outcomes. Specifically, we view the guess-and-correct cycle as consistent with a more discriminative approach and therefore expected it to lead to narrower category knowledge. Across two experiments, the observational mode led to greater sensitivity to distributional properties of features and correlations between features. We conclude that a relatively subtle procedural difference in supervised category learning substantially impacts what learners come to know about the categories. The results demonstrate the value of the generative/discriminative continuum as a tool for advancing the psychology of category learning and also provide a valuable constraint for formal models and associated theories.
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المؤلفون: Ana Raposo, J. Frederico Marques, Mafalda Mendes
المصدر: Memory & Cognition. 40:748-759
مصطلحات موضوعية: Adult, Concept Formation, Decision Making, Experimental and Cognitive Psychology, Paired associate learning, Judgment, Arts and Humanities (miscellaneous), Salience (neuroscience), Form and function, Concept learning, Lexical decision task, Humans, Semantic memory, Problem Solving, Communication, Tool Use Behavior, Verbal Behavior, business.industry, Association Learning, Paired-Associate Learning, Semantics, Neuropsychology and Physiological Psychology, Pattern Recognition, Visual, Reading, Salient, Mental Recall, business, Psychology, Cognitive psychology
الوصف: The present research evaluates the sensitivity and salience of form-function correlations in contrast with other types of feature correlations (function-function, form-form) in adults and using real object features (from tools and utensils). In Experiment 1, the participants judged the relation between the form and function features of tools. In Experiment 2, participants were asked to generate a second feature related to a given form or function feature. In Experiment 3, participants were asked to make a lexical decision in which form and function features were used as primes and targets. The results showed that even though participants were sensitive to form-function correlations, these were not particularly salient when compared with other feature-type correlations, notably function-function correlations. Our data underline the overall importance of function information to object representations and the impact of the statistical co-occurrence of features when processing object features.
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المؤلفون: Michel Denis, Brian F. G. Katz, Grégoire Borst, Philippe Tarroux, Amandine Afonso, Alan Blum
المساهمون: Laboratoire d'Informatique pour la Mécanique et les Sciences de l'Ingénieur (LIMSI), Université Paris-Sud - Paris 11 (UP11)-Université Paris-Saclay-Sorbonne Université - UFR d'Ingénierie (UFR 919), Sorbonne Université (SU)-Sorbonne Université (SU)-Centre National de la Recherche Scientifique (CNRS)-Université Paris Saclay (COmUE), Laboratoire de psychologie du développement et de l'éducation de l'enfant (LaPsyDÉ - UMR 8240), Université de Caen Normandie (UNICAEN), Normandie Université (NU)-Normandie Université (NU)-Université Paris Descartes - Paris 5 (UPD5)-Centre National de la Recherche Scientifique (CNRS), Université Paris Saclay (COmUE)-Centre National de la Recherche Scientifique (CNRS)-Sorbonne Université - UFR d'Ingénierie (UFR 919), Sorbonne Université (SU)-Sorbonne Université (SU)-Université Paris-Saclay-Université Paris-Sud - Paris 11 (UP11)
المصدر: Memory and Cognition
Memory and Cognition, Springer Verlag, 2010, 38 (5), pp.591-604. ⟨10.3758/MC.38.5.591⟩مصطلحات موضوعية: Adult, Male, Stereognosis, Concept Formation, media_common.quotation_subject, Experimental and Cognitive Psychology, Context (language use), Virtual reality, Blindness, Social Environment, 050105 experimental psychology, User-Computer Interface, Young Adult, [SCCO]Cognitive science, 03 medical and health sciences, 0302 clinical medicine, Arts and Humanities (miscellaneous), Concept learning, Perception, Reaction Time, Humans, 0501 psychology and cognitive sciences, Computer vision, [INFO.INFO-HC]Computer Science [cs]/Human-Computer Interaction [cs.HC], Spatial analysis, ComputingMilieux_MISCELLANEOUS, Haptic technology, media_common, [SPI.ACOU]Engineering Sciences [physics]/Acoustics [physics.class-ph], Communication, business.industry, Distance Perception, 05 social sciences, Middle Aged, Neuropsychology and Physiological Psychology, Space Perception, [SCCO.PSYC]Cognitive science/Psychology, Imagination, Speech Perception, Female, Artificial intelligence, Sensory Deprivation, Psychology, business, Locomotion, 030217 neurology & neurosurgery, Mental image
الوصف: When people scan mental images, their response times increase linearly with increases in the distance to be scanned, which is generally taken as reflecting the fact that their internal representations incorporate the metric properties of the corresponding objects. In view of this finding, we investigated the structural properties of spatial mental images created from nonvisual sources in three groups (blindfolded sighted, late blind, and congenitally blind). In Experiment 1, blindfolded sighted and late blind participants created metrically accurate spatial representations of a small-scale spatial configuration under both verbal and haptic learning conditions. In Experiment 2, late and congenitally blind participants generated accurate spatial mental images after both verbal and locomotor learning of a full-scale navigable space (created by an immersive audio virtual reality system), whereas blindfolded sighted participants were selectively impaired in their ability to generate precise spatial representations from locomotor experience. These results attest that in the context of a permanent lack of sight, encoding spatial information on the basis of the most reliable currently functional system (the sensorimotor system) is crucial for building a metrically accurate representation of a spatial environment. The results also highlight the potential of spatialized audio-rendering technology for exploring the spatial representations of visually impaired participants.
URL الوصول: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::2e16aa985922c9cc9713483b68cfe9db
https://doi.org/10.3758/mc.38.5.591 -
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المؤلفون: Safa R. Zaki, Robert M. Nosofsky
المصدر: Memory & Cognition. 32:390-398
مصطلحات موضوعية: Transfer test, Communication, business.industry, Transfer, Psychology, Speech recognition, Experimental and Cognitive Psychology, Cognition, Models, Psychological, Judgment, Random Allocation, Neuropsychology and Physiological Psychology, Pattern Recognition, Visual, Arts and Humanities (miscellaneous), Categorization, Extant taxon, Concept learning, Distortion, Humans, business, Psychology, Category structure, Abstraction (linguistics)
الوصف: Results from the classic dot pattern distortion paradigm have sometimes yielded prototype enhancement effects that could not be accounted for by exemplar models of categorization. However, in these experiments the status of the prototype was confounded with certain stimulus-specific properties as well as with the frequency of presentation of the prototype during testing. In two mock-subliminal experiments, participants made categorization judgments to patterns that were generated as prototypes, low-level distortions, or high-level distortions. The participants rated the prototypes as being more likely to be members of a category, although no patterns were presented during training, and there was no objective category structure. In two other experiments, greater prototype enhancement effects were observed when the prototype and low-level distortions were presented with greater frequency during transfer. These results suggest that classic prototype enhancement effects may not be due to the abstraction of a prototype at time of original learning, but rather to other factors not formalized in extant models.
URL الوصول: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::6b2f7a0f6b35195dcc5e03d44621e3b0
https://doi.org/10.3758/bf03195833 -
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المؤلفون: W. Todd Maddox, Corey J. Bohil, F. Gregory Ashby
المصدر: Memory & Cognition. 30:666-677
مصطلحات موضوعية: Concept Formation, Transfer, Psychology, media_common.quotation_subject, Decision Making, Observation, Experimental and Cognitive Psychology, Machine learning, computer.software_genre, Feedback, Discrimination Learning, Arts and Humanities (miscellaneous), Orientation, Perception, Concept learning, Humans, Discrimination learning, Problem Solving, media_common, business.industry, Rule-based system, Neuropsychology and Physiological Psychology, Pattern Recognition, Visual, Categorization, Pattern recognition (psychology), Observational study, Artificial intelligence, business, Psychology, computer, Social psychology, Psychomotor Performance, Information integration
الوصف: The effects of two different kinds of categorization training were investigated. In observational training, observers are presented with a category label and then shown an exemplar from that category. In feedback training, they are shown an exemplar, asked to assign it to a category, and then given feedback about the accuracy of their response. These two types of training were compared as observers learned two types of category structures--those in which optimal accuracy could be achieved via some explicit rule-based strategy, and those in which optimal accuracy required integrating information from separate perceptual dimensions at some predecisional stage. There was an overall advantage for feedback training over observational training, but most importantly, type of training interacted strongly with type of category structure. With rule-based structures, the effects of training type were small, but with information-integration structures, accuracy was substantially higher with feedback training, and people were less likely to use suboptimal rule-based strategies. The implications of these results for current theories of category learning are discussed.
URL الوصول: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::61dbb8fddbd92cac1ba0815bd61f9e7f
https://doi.org/10.3758/bf03196423 -
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المؤلفون: Woo-kyoung Ahn
المصدر: Memory & Cognition. 27:1008-1023
مصطلحات موضوعية: Adult, Male, Communication, business.industry, Concept Formation, Family resemblance, Experimental and Cognitive Psychology, Cognition, Serial Learning, Causal structure, Causality, Neuropsychology and Physiological Psychology, Arts and Humanities (miscellaneous), Categorization, Common cause and special cause, Concept learning, Causal chain, Humans, Attention, Female, Psychology, business, Problem Solving, Cognitive psychology
الوصف: In four experiments, the question of how the causal structure of features affects the creation of new categories was examined. Features of exemplars to be sorted were related in a single causal chain (causal chain), were caused by the same factor (common cause), or caused the same effect (common effect). The results showed that people are more likely to rely on common-cause or common-effect background knowledge than on causal-chain background knowledge in category construction. Such preferences suggest that the common-cause or the common-effect structures are considered more natural conceptual structures.
URL الوصول: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::6a518c7b86d275833a38d86dfc1e1888
https://doi.org/10.3758/bf03201231 -
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المؤلفون: Gudrun Schwarzer, Irmgard KÜfer, Friedrich Wilkening
المصدر: Memory & Cognition. 27:868-877
مصطلحات موضوعية: Adult, Male, Concept Formation, media_common.quotation_subject, Experimental and Cognitive Psychology, Mode (music), Arts and Humanities (miscellaneous), Concept learning, Perception, Similarity (psychology), Humans, Learning, Child, Haptic technology, media_common, Communication, business.industry, Age Factors, Information processing, Cognition, Neuropsychology and Physiological Psychology, Categorization, Touch, Child, Preschool, Visual Perception, Female, business, Psychology, Cognitive psychology
الوصف: The development of holistic and analytic processing often studied in the visual domain was investigated in haptics. Children 3 to 9 years of age and adults had to categorize haptic exemplars that varied systematically in four attributes (size, shape, surface texture, and weight). The subjects could learn the categories either analytically--that is, by focusing on a single attribute--or holistically--that is, in terms of overall similarity. The data show that even the youngest children learned the haptic categories far more often in an analytic mode than in a holistic mode. Nevertheless, an age trend was observed, referring to the attributes that the analytic learners used for their categorization. The children preferred substance-related attributes, especially surface texture, whereas the adults preferred structure-related attributes, especially shape. Thus, it appears that analytic and/or holistic processing in category learning develops in a similar manner in the visual and haptic domains.
URL الوصول: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::7041ffb7cba78ed39f5a3e32afd0965a
https://doi.org/10.3758/bf03198539 -
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المؤلفون: Audrey S. Kaplan, Gregory L. Murphy
المصدر: Memory & Cognition. 27:699-712
مصطلحات موضوعية: Adult, Transfer, Psychology, Object (grammar), Experimental and Cognitive Psychology, Models, Psychological, computer.software_genre, Cognition, Arts and Humanities (miscellaneous), Concept learning, Feature (machine learning), Humans, Learning, Natural (music), General knowledge, Problem Solving, business.industry, Knowledge, Neuropsychology and Physiological Psychology, Categorization, Unsupervised learning, Artificial intelligence, business, Psychology, computer, Natural language processing
الوصف: Four experiments examined the extent to which prior knowledge influences the acquisition of category structure in unsupervised learning conditions. Prior knowledge is general knowledge about a broad domain that explains why an object has the features it does. Category structure refers to the statistical regularities of features within and across categories. Subjects viewed items and then divided them up into the categories that seemed most natural. Each item had one feature that was related to prior knowledge and five features that were not. The results showed that even this small amount of prior knowledge helped subjects to discover the category structure. In addition, prior knowledge enhanced the learning of many of the category's features, and not just the features that were directly relevant to the knowledge. The results suggest that prior knowledge may help to integrate the features of a category, thereby improving the acquisition of category structure.
URL الوصول: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::763c2fd60370f8361ba0323b08f06e8d
https://doi.org/10.3758/bf03211563
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