Classifying Partial Exemplars: Seeing Less and Learning More

Autor/inn/en	Taylor, Eric G.; Ross, Brian H.
Titel	Classifying Partial Exemplars: Seeing Less and Learning More
Quelle	In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 35 (2009) 5, S.1374-1380 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-7393
DOI	10.1037/a0016568
Schlagwörter	Classification; Learning; Attention; Experiments; Undergraduate Students; Illinois + Suchen Sie Ihr Suchwort? Classification system; Klassifikation; Klassifikationssystem; Lernen; Aufmerksamkeit; Erprobung
Abstract	Categories underlie a variety of functions beyond just classification, including inference and explanation. To classify, people need to distinguish between categories, but other functions rely on within-category information (things true of a particular category, independent of others). Despite the need for both types of knowledge, recent work shows that classification does not lead to learning an important type of within-category information, prototypical nondiagnostic information. However, most classification studies are conducted under narrow conditions that do not cover many basic ways that people learn categories. In 2 experiments, the authors compared standard classification learning with a slightly different task where items appeared with occluded features (as many objects appear); they hypothesized that this change might lead to broader attention and learning of within-category, prototypical nondiagnostic information. The results support this prediction, offering evidence that classification can lead to learning within-category information. They discuss the possibility that other classification results may depend on specifics of the standard paradigm. (Contains 3 tables, 2 figures, and 5 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10