Kaplan A S, Murphy G L
Department of Psychology, University of Illinois at Urbana-Champaign, USA.
J Exp Psychol Learn Mem Cogn. 2000 Jul;26(4):829-46. doi: 10.1037//0278-7393.26.4.829.
In 6 experiments, the authors examined the use of prior knowledge in category learning. Previous studies of the effects of knowledge on category learning have used categories in which knowledge was related to all of the category's features. However, people's knowledge of real-world categories often consists of many "rote" features that are not related to their prior knowledge. Five experiments found that even minimal prior knowledge (1 knowledge-relevant feature and 5 rote features per exemplar) can facilitate category learning. Posttests revealed that although the knowledge aided learning, subjects also acquired the rote features that were not related to knowledge, contradicting predictions of an attentional explanation of the knowledge effect. The results of Experiment 6 suggested that subjects attempt to link even rote features to their knowledge.
在6项实验中，作者研究了先验知识在类别学习中的运用。先前关于知识对类别学习影响的研究使用的类别中，知识与该类别的所有特征相关。然而，人们对现实世界类别的知识通常包含许多与先验知识无关的“死记硬背”特征。五项实验发现，即使是极少的先验知识（每个示例有1个与知识相关的特征和5个死记硬背的特征）也能促进类别学习。后测表明，虽然知识有助于学习，但受试者也习得了与知识无关的死记硬背特征，这与对知识效应的注意力解释的预测相矛盾。实验6的结果表明，受试者甚至试图将死记硬背的特征与他们的知识联系起来。
