Spalding T L, Ross B H
Department of Psychology, University of Illinois at Urbana-Champaign.
J Exp Psychol Learn Mem Cogn. 1994 Nov;20(6):1251-63. doi: 10.1037//0278-7393.20.6.1251.
When learning about a category, people often compare new instances with similar old instances and notice features common to the compared instances. Five experiments demonstrate that such comparisons cause features common to compared instances to be considered more important for the category than equally frequent features that are not common to compared instances. Experiment 1 shows that what is learned depends on which instances are compared. Experiment 2 investigates the conditions under which comparison-based learning occurs. The next experiments find that these comparisons affect subjective feature frequency (Experiment 3) and sensitivity to feature correlations (Experiment 4). Experiment 5 shows that comparisons during early learning affect what is learned from later instances. The discussion focuses on the implications for models of category representation.
在学习一个类别时，人们常常会将新的实例与相似的旧实例进行比较，并注意到被比较实例共有的特征。五项实验表明，这种比较会使被比较实例共有的特征在该类别中被视为比未被比较实例共有的同等频繁出现的特征更为重要。实验1表明所学内容取决于所比较的实例。实验2研究基于比较的学习发生的条件。接下来的实验发现，这些比较会影响主观特征频率（实验3）和对特征相关性的敏感度（实验4）。实验5表明早期学习过程中的比较会影响从后续实例中学到的内容。讨论集中在对类别表征模型的启示上。
