The Perceptual Effects of Learning Object Categories That Predict Perceptual Goals

Autor/inn/en	Van Gulick, Ana E.; Gauthier, Isabel
Titel	The Perceptual Effects of Learning Object Categories That Predict Perceptual Goals
Quelle	In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 40 (2014) 5, S.1307-1320 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-7393
DOI	10.1037/a0036822
Schlagwörter	Classification; Learning; Prediction; Experience; Attention; Cognitive Tests; Visual Discrimination; Tennessee + Suchen Sie Ihr Suchwort? Classification system; Klassifikation; Klassifikationssystem; Lernen; Vorhersage; Erfahrung; Aufmerksamkeit; Kognitiver Fähigkeitstest
Abstract	In classic category learning studies, subjects typically learn to assign items to 1 of 2 categories, with no further distinction between how items on each side of the category boundary should be treated. In real life, however, we often learn categories that dictate further processing goals, for instance, with objects in only 1 category requiring further individuation. Using methods from category learning and perceptual expertise, we studied the perceptual consequences of experience with objects in tasks that rely on attention to different dimensions in different parts of the space. In 2 experiments, subjects first learned to categorize complex objects from a single morphspace into 2 categories based on 1 morph dimension, and then learned to perform a different task, either naming or a local feature judgment, for each of the 2 categories. A same-different discrimination test before and after each training measured sensitivity to feature dimensions of the space. After initial categorization, sensitivity increased along the category-diagnostic dimension. After task association, sensitivity increased more for the category that was named, especially along the nondiagnostic dimension. The results demonstrate that local attentional weights, associated with individual exemplars as a function of task requirements, can have lasting effects on perceptual representations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01