When Does Fading Enhance Perceptual Category Learning?

Autor/inn/en	Pashler, Harold; Mozer, Michael C.
Titel	When Does Fading Enhance Perceptual Category Learning?
Quelle	In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 39 (2013) 4, S.1162-1173 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-7393
DOI	10.1037/a0031679
Schlagwörter	Experiments; Classification; Cognitive Processes; Cues; Undergraduate Students; Visual Stimuli; Auditory Stimuli; Auditory Perception; Visual Perception; California + Suchen Sie Ihr Suchwort? Erprobung; Classification system; Klassifikation; Klassifikationssystem; Cognitive process; Kognitiver Prozess; Stichwort; Auditive Stimulation; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Visuelle Wahrnehmung; Kalifornien
Abstract	Training that uses exaggerated versions of a stimulus discrimination (fading) has sometimes been found to enhance category learning, mostly in studies involving animals and impaired populations. However, little is known about whether and when fading facilitates learning for typical individuals. This issue was explored in 7 experiments. In Experiments 1 and 2, observers discriminated stimuli based on a single sensory continuum (time duration and line length, respectively). Adaptive fading dramatically improved performance in training (unsurprisingly) but did not enhance learning as assessed in a final test. The same was true for nonadaptive linear fading (Experiment 3). However, when variation in length (predicting category membership) was embedded among other (category-irrelevant) variation, fading dramatically enhanced not only performance in training but also learning as assessed in a final test (Experiments 4 and 5). Fading also helped learners to acquire a color saturation discrimination amid category-irrelevant variation in hue and brightness, although this learning proved transitory after feedback was withdrawn (Experiment 7). Theoretical implications are discussed, and we argue that fading should have practical utility in naturalistic category learning tasks, which involve extremely high dimensional stimuli and many irrelevant dimensions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01