Category Change in the Absence of Cognitive Conflict

Autor/inn/en	Ramsburg, Jared T.; Ohlsson, Stellan
Titel	Category Change in the Absence of Cognitive Conflict
Quelle	In: Journal of Educational Psychology, 108 (2016) 1, S.98-113 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000050
Schlagwörter	Classification; Feedback (Response); Conflict; Learning Processes; Concept Formation; Intervention; Vignettes; Cognitive Processes; Prediction; Change; Learning Theories; Likert Scales + Suchen Sie Ihr Suchwort? Classification system; Klassifikation; Klassifikationssystem; Konflikt; Learning process; Lernprozess; Concept learning; Begriffsbildung; Cognitive process; Kognitiver Prozess; Vorhersage; Wandel; Learning theory; Lerntheorie; Likert-Skala
Abstract	The cognitive conflict hypothesis asserts that information that directly contradicts a prior conception is 1 of the prerequisites for conceptual change and other forms of nonmonotonic learning. There have been numerous attempts to support this hypothesis by adding a conflict intervention to learning scenarios with weak outcomes. Outcomes have been inconsistent and various methodological difficulties have prevented a decisive test. We present 3 experiments that demonstrate nonmonotonic category change in the absence of any contradictory or falsifying information in a category learning paradigm called recategorization. The results show that direct falsification is not necessary for nonmonotonic learning in this paradigm, and it might in fact slow the learning process. If the results scale up to more complex learning scenarios, theories of conceptual change need to include cognitive processes that predict change even in the absence of conflict or contradiction. The resubsumption theory is summarized as 1 example of such a theory. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01