Goldstone R L
Department of Psychology, Indiana University, Bloomington 47405-1301, USA.
J Exp Psychol Hum Percept Perform. 2000 Feb;26(1):86-112. doi: 10.1037//0096-1523.26.1.86.
Five experiments explored the question of whether new perceptual units can be developed if they are useful for a category learning task, and if so, what the constraints on this unitization process are. During category learning, participants were required to attend either a single component or a conjunction of 5 components. Consistent with unitization, the conjunctive task became much easier with practice; this improvement was not found for the single-component task or for conjunctive tasks in which the components could not be unitized. Influences of component organization (Experiment 1), component contiguity (Experiment 2), component proximity (Experiment 3), and number of components (Experiment 4) on practice effects were found. Deconvolved response times (Experiment 5) showed that prolonged practice yielded faster responses than predicted by an analytic model that integrates evidence from independently perceived components.
如果新的感知单元对类别学习任务有用，是否能够形成；如果可以，这种单元化过程的限制因素是什么。在类别学习过程中，要求参与者关注单个成分或五个成分的组合。与单元化一致，随着练习，组合任务变得容易得多；在单成分任务或成分无法单元化的组合任务中未发现这种改善。发现了成分组织（实验1）、成分邻接性（实验2）、成分接近度（实验3）和成分数量（实验4）对练习效果的影响。去卷积反应时间（实验5）表明，与整合来自独立感知成分的证据的分析模型预测相比，长时间练习产生了更快的反应。
