Blair Mark, Homa Don
Arizona State University, Tempe, Arizona, USA.
Mem Cognit. 2003 Dec;31(8):1293-301. doi: 10.3758/bf03195812.
Recently, it has been suggested that some categories commonly used in category learning research are eliciting primarily item-level memorization strategies. A new measure of generalization, the category advantage, was introduced and used to test performance on the popular "5-4" categories. To estimate a category advantage, performance on a standard category learning task is compared with performance in an identification task, where participants learn a unique response to each stimulus. Once corrected for differences in chance expectancy, the advantage shown for the category learning task represents the degree to which participants capitalize on the natural similarity structure of the categories. In Experiment 1, the category advantage measure was validated on structured and unstructured categories. In Experiments 2 and 3, the 5-4 categories failed to produce a category advantage when tested with either of two stimulus types, suggesting that these categories elicit predominantly memorization.
最近，有人提出，类别学习研究中常用的一些类别主要引发的是项目级别的记忆策略。一种新的泛化度量方法——类别优势被引入，并用于测试在流行的“5-4”类别上的表现。为了估计类别优势，将标准类别学习任务的表现与识别任务中的表现进行比较，在识别任务中，参与者要学习对每个刺激的独特反应。一旦校正了机遇期望的差异，类别学习任务所显示的优势就代表了参与者利用类别自然相似结构的程度。在实验1中，类别优势度量方法在结构化和非结构化类别上得到了验证。在实验2和实验3中，当用两种刺激类型中的任何一种进行测试时，“5-4”类别都未能产生类别优势，这表明这些类别主要引发的是记忆。
