Johnson K E, Mervis C B
Psychology Department, IUPUI, Indianapolis, IN 46202-3275, USA.
Mem Cognit. 1998 Mar;26(2):382-401. doi: 10.3758/bf03201148.
Expertise in object domains involves both the perceptual learning of the differentiating and higher order features that are indicative of concepts and the elaboration of intuitive theories. Triad-similarity judgments, feature-salience ratings, and verbal protocols were used to investigate the effects of theories on the recruitment of features across different categorization contexts, as well as the degree to which expert categorization skills transferred to less familiar domains. Whereas novices considered features that indicated overall similarity to be more perceptually salient than were modified parts that indicated taxonomic relations, experts found them equally salient. Experts' theories were instrumental in directing feature recruitment in contexts involving identification, image generation, and similarity decisions. Experts' theories also supported the transfer of categorization skills to related, less familiar domains. The relation of mutual dependence between perceptual learning and theory development throughout the continuum of expertise is considered.
在对象领域的专业知识涉及对指示概念的区分性和高阶特征的感知学习以及直观理论的阐述。使用三元组相似性判断、特征显著性评级和口头报告来研究理论对不同分类情境中特征提取的影响，以及专家分类技能转移到不太熟悉领域的程度。新手认为指示整体相似性的特征比指示分类关系的修改部分在感知上更显著，而专家则认为它们同样显著。专家的理论有助于在涉及识别、图像生成和相似性决策的情境中指导特征提取。专家的理论还支持将分类技能转移到相关的、不太熟悉的领域。本文考虑了在整个专业知识连续体中感知学习与理论发展之间相互依赖的关系。
