Mathy Fabien, Feldman Jacob
1 Université Nice Sophia Antipolis, France.
2 Rutgers University, New Brunswick, NJ, USA.
Exp Psychol. 2016 Jan;63(1):59-69. doi: 10.1027/1618-3169/a000312.
This study of supervised categorization shows how different kinds of category representations are influenced by the order in which training examples are presented. We used the well-studied 5-4 category structure of Medin and Schaffer (1978) , which allows transfer of category learning to new stimuli to be discriminated as a function of rule-based or similarity-based category knowledge. In the rule-based training condition (thought to facilitate the learning of abstract logical rules and hypothesized to produce rule-based classification), items were grouped by subcategories and randomized within each subcategory. In the similarity-based training condition (thought to facilitate associative learning and hypothesized to produce exemplar classification), transitions between items within the same category were determined by their featural similarity and subcategories were ignored. We found that transfer patterns depended on whether the presentation order was similarity-based, or rule-based, with the participants particularly capitalizing on the rule-based order.
这项关于监督分类的研究表明，不同类型的类别表征是如何受到训练示例呈现顺序的影响的。我们采用了Medin和Schaffer（1978）深入研究过的5-4类别结构，该结构允许将类别学习迁移到新的刺激上，作为基于规则或基于相似性的类别知识的函数进行区分。在基于规则的训练条件下（被认为有助于抽象逻辑规则的学习，并假设会产生基于规则的分类），项目按子类别分组，并在每个子类别内随机排列。在基于相似性的训练条件下（被认为有助于联想学习，并假设会产生范例分类），同一类别内项目之间的转换由它们的特征相似性决定，子类别被忽略。我们发现，迁移模式取决于呈现顺序是基于相似性还是基于规则，参与者尤其利用了基于规则的顺序。
