Department of Psychology, Panteion University of Social and Political Sciences, Athens, Greece.
Department of Special Needs Education, University of Oslo, Oslo, Norway.
Q J Exp Psychol (Hove). 2023 Aug;76(8):1773-1789. doi: 10.1177/17470218221126659. Epub 2022 Oct 7.
Labels for the categories have been found to facilitate learning by boosting accuracy. According to the label-feedback hypothesis, this facilitation is due to a mechanism selectively sensitising perceptual dimensions. To further investigate the label-facilitation phenomenon, one group of participants in our study learned both named and hard-to-name artificial categories, in a novel, within-subjects design. Another group of participants was administered a-highly similar-paired-associate task purportedly not involving sensitization of dimensions. Results showed that labels boosted accuracy during learning, but only when learning to categorise-not when learning to associate. The label-feedback hypothesis posits that labels exert an influence also after new categories have been learned. To test for sustained effects of labels, we administered a post-learning visual discrimination task while monitoring participants' eye movements and analysing dwell time on the trained shapes. There was some indication of sustained effects of labels for newly-learned categories, but there was no effect following learning to associate. Our results suggest that labels for newly learned categories have immediate effects during learning and that the effects of labels may also be sustained during post-learning processing.
标签被发现可以通过提高准确性来促进学习。根据标签反馈假说，这种促进是由于一种选择性地敏感化感知维度的机制。为了进一步研究标签促进现象，我们的研究中的一组参与者在一项新颖的、被试内设计中学习了命名和难以命名的人工类别。另一组参与者接受了一项高度相似的配对联想任务，据称该任务不涉及维度的敏感化。结果表明，标签在学习过程中提高了准确性，但仅在分类学习时有效，而不是在联想学习时有效。标签反馈假说认为，标签在新类别学习后仍会产生影响。为了测试标签的持续影响，我们在进行视觉辨别任务的同时监测参与者的眼球运动并分析对训练形状的注视时间。对于新学习的类别，标签有一些持续影响的迹象，但在学习联想后没有影响。我们的研究结果表明，新学习类别的标签在学习过程中有即时影响，并且标签的影响也可能在学习后的处理过程中持续存在。
