Diagnosticity and Prototypicality in Category Learning: A Comparison of Inference Learning and Classification Learning

Autor/inn/en	Chin-Parker, Seth; Ross, Brian H.
Titel	Diagnosticity and Prototypicality in Category Learning: A Comparison of Inference Learning and Classification Learning
Quelle	In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 30 (2004) 1, S.216-226 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-7393
Schlagwörter	Inferences; Classification; Learning Processes; Comparative Analysis; Task Analysis; Testing; Knowledge Level; Cognitive Processes + Suchen Sie Ihr Suchwort? Inference; Inferenz; Classification system; Klassifikation; Klassifikationssystem; Learning process; Lernprozess; Aufgabenanalyse; Testdurchführung; Testen; Wissensbasis; Cognitive process; Kognitiver Prozess
Abstract	Category knowledge allows for both the determination of category membership and an understanding of what the members of a category are like. Diagnostic information is used to determine category membership; prototypical information reflects the most likely features given category membership. Two experiments examined 2 means of category learning, classification and inference learning, in terms of sensitivity to diagnostic and prototypical information. Classification learners were highly sensitive to diagnostic features but not sensitive to nondiagnostic, but prototypical, features. Inference learners were less sensitive to the diagnostic features than were classification learners and were also sensitive to the nondiagnostic, prototypical, features. Discussion focuses on aspects of the 2 learning tasks that might lead to this differential sensitivity and the implications for learning real-world categories. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10