类别感知对类别学习中额外特征学习的影响

The Category Perception on Features Learning

两个实验采用联结学习范式,分别探讨知觉类别和语义类别材料中,类别感知对特征学习的影响。结果发现,即使是在联结学习范式中,当学习者感知学习材料存在类别时,不仅关注可以有效预测结果的特征,也会关注类别中的其他特征。同时,在知觉类别和语义类别材料中都发现了相同的结果。本实验结果说明,当学习者感知学习材料中存在类别时,即使是在联结学习范式中,学习者也会像类别学习范式中一样,学习额外特征,支持对存在类别的感知,是影响学习者特征学习的重要原因。

The experiments of Bott et al ( 2007) found that learners learned more in category learning than in associative learning. But the learners in their associative learning condition did not know there were categories while learners in the category learning condition did. In order to investigate whether the category perception in the category learning condition was an important reason for more learning,two experiments were designed. Both experiments were carried out in an associative learning paradigm and learners were told that there were two categories in learning materials. Experiment 1 used sensory categories to explore the category perception on features learning while semantic categories were used in Experiment 2. Both experiments found that even in an associative learning paradigm,learners learned more features than needed when they were told there were categories in learning materials. It indicated that perception of categories resulted in learners' learning more features.