Unsupervised category learning with integral-dimension stimuli.
Despite the recent surge in research on unsupervised category learning, the majority of studies have focused on unconstrained tasks in which no instructions are provided about the underlying category structure. Relatively little research has focused on constrained tasks in which the goal is to learn...
| Publicado en: | Quarterly Journal of Experimental Psychology Vol. 65; no. 8; pp. 1537 - 1563 |
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| Autores principales: | , , |
| Formato: | Artículo |
| Publicado: |
Sage Publications Inc.
Aug2012
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| Materias: | |
| 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=84447377&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 84447377 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 17470218 1US5 jtl: Quarterly Journal of Experimental Psychology issn: 17470218 maglogo: Y pubinfo: dt: Aug2012 vid: 65 iid: 8 pid: 344 pub: Sage Publications Inc. artinfo: ui: 84447377 10.1080/17470218.2012.658821 ppf: 1537 ppct: 26 formats: tig: atl: Unsupervised category learning with integral-dimension stimuli. aug: au: Ell, Shawn W. Ashby, F. Gregory Hutchinson, Steven affil: Psychology Department, University of Maine, Orono, ME, USA Department of Psychological and Brain Sciences, University of California, Santa Barbara, Santa Barbara, CA, USA su: Categorization (Psychology) Psychological feedback Learning Aversive stimuli Implicit memory Explicit memory sug: subj: Categorization (Psychology) Psychological feedback Learning Aversive stimuli Implicit memory Explicit memory keyword: Categorization Feedback-based learning Implicit/explicit memory Categorization Feedback-based learning Implicit/explicit memory ab: Despite the recent surge in research on unsupervised category learning, the majority of studies have focused on unconstrained tasks in which no instructions are provided about the underlying category structure. Relatively little research has focused on constrained tasks in which the goal is to learn predefined stimulus clusters in the absence of feedback. The few studies that have addressed this issue have focused almost exclusively on stimuli for which it is relatively easy to attend selectively to the component dimensions (i.e., separable dimensions). In the present study, we investigated the ability of participants to learn categories constructed from stimuli for which it is difficult, if not impossible, to attend selectively to the component dimensions (i.e., integral dimensions). The experiments demonstrate that individuals are capable of learning categories constructed from the integral dimensions of brightness and saturation, but this ability is generally limited to category structures requiring selective attention to brightness. As might be expected with integral dimensions, participants were often able to integrate brightness and saturation information in the absence of feedback--an ability not observed in previous studies with separable dimensions. Even so, there was a bias to weight brightness more heavily than saturation in the categorization process, suggesting a weak form of selective attention to brightness. These data present an important challenge for the development of models of unsupervised category learning. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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