类别学习的文化差异

Cultural Differences in Categorization Learning

目的:①检测当被试在完成一个以析取性规则为基础的分类任务时,是否存在能够测量到的文化差距;②检测当被试在完成一个非线性、信息整合分类任务时,是否存在能够测量到的文化差距。方法:70名高加索人,63名华裔美国人和104名中国人(其中51名来自农村,53名来自城市)分别参与到知觉分类任务中的两个实验条件:析取性规则任务和信息整合任务。结果:①4组被试在实验1上存在差异。各组数据甚至在考虑了分类策略的前提下进行换算后,差异依然存在(P≤0.05);②4组被试在实验2上没有差异。结论:①当应对不止一个刺激维度、必须关注其整体特性才能学会一种外显的分类规则的时候,华人被试比高加索人被试要表现得更好;②强调内隐学习过程的分类任务对种族上的差异并不敏感。

Objective： ① To determine whether measurable cultural differences exist when participants learn a disjunctive rule-based categorization task（DIS-RB）.②To determine whether measurable cultural differences exist when participants learn a nonlinear information-integration categorization task（I-I）.Methods： Participants included 70 Caucasian,63 Chinese American,and 104 native Chinese college students（51 rural Chinese and 53 urban Chinese） were divided into two conditions of PCT.In Experiment 1,participants learned a disjunctive rule requiring an explicit process.In Experiment 2,participants learned a nonlinear information-integration rule requiring that participants integrate information from two stimulus dimensions at an implicit level.Results： ① The performance of Caucasian group has significant differences from that of both Chinese American group and native Chinese group in Experiment 1（P0.05）.Even after groups were equated based on the type of categorization strategies employed,these group differences persisted.②No differences were observed between groups in Experiments 2.Conclusion： ① Caucasians performed worse than both Chinese American,urban native Chinese and rural native Chinese participants when having to form an explicit sorting rule combining more than one stimulus dimension.②Category learning tasks that emphasize implicit learning processes are not sensitive to the ethnic differences observed.