Literaturnachweis - Detailanzeige
| Autor/inn/en | Maddox, W. Todd; Filoteo, J. Vincent; Lauritzen, J. Scott; Connally, Emily; Hejl, Kelli D. |
|---|---|
| Titel | Discontinuous Categories Affect Information-Integration but not Rule-Based Category Learning |
| Quelle | In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 31 (2005) 4, S.654-669 (16 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0278-7393 |
| Schlagwörter | Experimental Psychology; Cognitive Processes; Learning Processes; Hypothesis Testing; Sensory Integration; Psycholinguistics; Shift Studies; Generalization; Performance Factors |
| Abstract | Three experiments were conducted that provide a direct examination of within-category discontinuity manipulations on the implicit, procedural-based learning and the explicit, hypothesis-testing systems proposed in F. G. Ashby, L. A. Alfonso-Reese, A. U. Turken, and E. M. Waldron's (1998) competition between verbal and implicit systems model. Discontinuous categories adversely affected information-integration but not rule-based category learning. Increasing the magnitude of the discontinuity did not lead to a significant decline in performance. The distance to the bound provides a reasonable description of the generalization profile associated with the hypothesis-testing system, whereas the distance to the bound plus the distance to the trained response region provides a reasonable description of the generalization profile associated with the procedural-based learning system. These results suggest that within-category discontinuity differentially impacts information-integration but not rule-based category learning and provides information regarding the detailed processing characteristics of each category learning system. (Author). |
| 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 |
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