The Interaction between Specific and General Information in Category Learning and Representation: Unitization and Parallel Interactive Processing.
We investigated the effects of specific stimulus information on the use of rule information in a category learning task in 2 experiments, one presented here and an intercategory transfer task reported in an earlier article. In the present experiment photograph-name combinations, called identifiers,...
| Publicado en: | American Journal of Psychology Vol. 124; no. 1; pp. 1 - 23 |
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| Autores principales: | , |
| Formato: | Artículo |
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University of Illinois Press
Spring 2011
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=511508360&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 511508360 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00029556 AJY jtl: American Journal of Psychology issn: 00029556 maglogo: N pubinfo: dt: Spring 2011 vid: 124 iid: 1 pid: 416 pub: University of Illinois Press artinfo: ui: 511508360 ppf: 1 ppct: 22 formats: tig: atl: The Interaction between Specific and General Information in Category Learning and Representation: Unitization and Parallel Interactive Processing. aug: au: Nahinsky, Irwin D. Harbison, J. Isaiah su: Categorization (Psychology) Mathematical models Theory of knowledge Stimulus & response (Biology) sug: subj: Categorization (Psychology) Mathematical models Theory of knowledge Stimulus & response (Biology) ab: We investigated the effects of specific stimulus information on the use of rule information in a category learning task in 2 experiments, one presented here and an intercategory transfer task reported in an earlier article. In the present experiment photograph-name combinations, called identifiers, were associated with 4 demographic attributes. The same attribute information was shown to all participants. However, for one group of participants, half of the identifiers were paired with attribute values repeated over presentation blocks. For the other group the identifier information was new for each presentation block. The first group performed less well than the second group on stimuli with nonrepeated identifiers, indicating a negative effect of specific stimulus information on processing rule information. Application of a network model to the 2 experiments, which provided for the growth of connections between attribute values in learning, indicated that repetition of identifiers produced a unitizing effect on stimuli. Results suggested that unitization produced interference through connections between irrelevant attribute values. Reprinted by permission of the publisher. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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