Ell Shawn W, Smith David B, Deng Rose, Hélie Sébastien
Department of Psychology, Graduate School of Biomedical Sciences and Engineering, University of Maine, 5742 Little Hall, Room 301, Orono, ME, 04469-5742, USA.
Department of Psychology, University of Maine, Orono, ME, USA.
Atten Percept Psychophys. 2020 Jul;82(5):2448-2462. doi: 10.3758/s13414-020-02024-z.
The task requirements during the course of category learning are critical for promoting within-category representations (e.g., correlational structure of the categories). Recent data suggest that for unidimensional rule-based structures, only inference training promotes the learning of within-category representations, and generalization across tasks is limited. It is unclear if this is a general feature of rule-based structures, or a limitation of unidimensional rule-based structures. The present work reports the results of three experiments further investigating this issue using an exclusive-or rule-based structure where successful performance depends upon attending to two stimulus dimensions. Participants were trained using classification or inference and were tested using inference. For both the classification and inference training conditions, within-category representations were learned and could be generalized at test (i.e., from classification to inference) and this result was dependent upon a congruence between local and global regions of the stimulus space. These data further support the idea that the task requirements during learning (i.e., a need to attend to multiple stimulus dimensions) are critical determinants of the category representations that are learned and the utility of these representations for supporting generalization in novel situations.
类别学习过程中的任务要求对于促进类别内表征（例如，类别的相关结构）至关重要。最近的数据表明，对于基于单维规则的结构，只有推理训练才能促进类别内表征的学习，并且跨任务的泛化是有限的。尚不清楚这是基于规则的结构的一般特征，还是基于单维规则的结构的局限性。本研究报告了三项实验的结果，这些实验使用基于异或规则的结构进一步研究了这个问题，其中成功的表现取决于关注两个刺激维度。参与者通过分类或推理进行训练，并通过推理进行测试。对于分类和推理训练条件，类别内表征都得到了学习，并且在测试时可以进行泛化（即，从分类到推理），并且这个结果取决于刺激空间的局部和全局区域之间的一致性。这些数据进一步支持了这样一种观点，即学习过程中的任务要求（即需要关注多个刺激维度）是所学习的类别表征以及这些表征在支持新情境中的泛化方面的效用的关键决定因素。
