Learning Mode and Exemplar Sequencing in Unsupervised Category Learning

Autor/inn/en	Zeithamova, Dagmar; Maddox, W. Todd
Titel	Learning Mode and Exemplar Sequencing in Unsupervised Category Learning
Quelle	In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 35 (2009) 3, S.731-741 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-7393
DOI	10.1037/a0015005
Schlagwörter	Stimuli; Classification; Intentional Learning; Incidental Learning; Personal Autonomy; Heuristics + Suchen Sie Ihr Suchwort? Anreizsystem; Classification system; Klassifikation; Klassifikationssystem; Intentionales Lernen; Inzidentelles Lernen; Individuelle Autonomie; Heuristik
Abstract	Exemplar sequencing effects in incidental and intentional unsupervised category learning were investigated to illuminate how people form categories without an external teacher. Stimuli were perfectly separable into 2 categories based on 1 of 2 dimensions of variation. Sequencing of the first 20 training stimuli was manipulated. In the blocked condition, 10 Category A stimuli were followed by 10 Category B stimuli. In the intermixed condition, these 20 stimuli were ordered randomly. Experiment 1 revealed an interaction between learning mode and sequence, with better intentional learning for intermixed sequences but better incidental learning for blocked sequences. Experiment 2 showed that manipulating trial-to-trial variability along each dimension can impact intentional learning. Training sequences that emphasized variation along the category-relevant dimension resulted in better performance than sequences that emphasized variation along the category-irrelevant dimension. The results suggest that unsupervised category learning is influenced by the mode of learning and the order and nature of encountered exemplars. (Contains 8 figures, 5 tables and 2 footnotes.) (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10