Murphy G L, Allopenna P D
Department of Psychology, University of Illinois at Urbana-Champaign.
J Exp Psychol Learn Mem Cogn. 1994 Jul;20(4):904-19. doi: 10.1037//0278-7393.20.4.904.
Three experiments investigated how knowledge influences concept formation and representation in a standard concept acquisition task. The primary comparison was among arbitrary concepts, which had meaningless features; meaningful concepts, which had meaningful features from different domains; and integrated concepts, which had meaningful features interconnected by common knowledge. Experiment 1 found that learning was superior for the integrated concepts but that there was little difference as a function of feature meaningfulness. Experiment 2 suggested that the integrated Ss were learning to form a knowledge-based schema as their concept representation because they did not distinguish the typicality of features that differed in frequency. Experiment 3 introduced a category whose features were from the same domain but were not otherwise related. This concept was as difficult to learn and use as the meaningful concepts were. These comparisons help specify the ways in which knowledge does and does not influence concept formation.
三项实验研究了在标准概念习得任务中知识如何影响概念形成和表征。主要比较对象包括具有无意义特征的任意概念、具有来自不同领域有意义特征的有意义概念以及具有通过常识相互关联的有意义特征的综合概念。实验1发现，综合概念的学习效果更佳，但特征意义对学习效果影响不大。实验2表明，综合组的受试者在学习形成基于知识的图式作为其概念表征，因为他们没有区分频率不同的特征的典型性。实验3引入了一个类别，其特征来自同一领域但并无其他关联。这个概念的学习和使用难度与有意义概念相当。这些比较有助于明确知识影响和不影响概念形成的方式。
