Category Dimensionality and Feature Knowledge: When More Features Are Learned as Easily as Fewer

Autor/inn/en	Hoffman, Aaron B.; Murphy, Gregory L.
Titel	Category Dimensionality and Feature Knowledge: When More Features Are Learned as Easily as Fewer
Quelle	In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 32 (2006) 2, S.301-315 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-7393
Schlagwörter	Experiments; Classical Conditioning; Probability; Comparative Analysis; Learning Processes; Prediction; Classification + Suchen Sie Ihr Suchwort? Erprobung; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Learning process; Lernprozess; Vorhersage; Classification system; Klassifikation; Klassifikationssystem
Abstract	Three experiments compared the learning of lower-dimensional family resemblance categories (4 dimensions) with the learning of higher-dimensional ones (8 dimensions). Category-learning models incorporating error-driven learning, hypothesis testing, or limited capacity attention predict that additional dimensions should either increase learning difficulty or decrease learning of individual features. Contrary to these predictions, the experiments showed no slower learning of high-dimensional categories; instead, subjects learned more features from high-dimensional categories than from low-dimensional categories. This result obtained both in standard learning with feedback and in noncontingent, observational learning. These results show that rather than interfering with learning, categories with more dimensions cause individuals to learn more. The authors contrast the learning of family resemblance categories with learning in classical conditioning and probability learning paradigms, in which competition among features is well documented. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10