When unsupervised training benefits category learning.
When unsupervised training benefits category learning.
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DOI：
10.1016/j.cognition.2021.104984
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发表时间：
2022-04
期刊：
影响因子：
3.4
通讯作者：
Dayan P
中科院分区：
文献类型：
--
作者：
Bröker F;Love BC;Dayan P
人们可以通过无人监督或有监督的方式学习。半监督学习包括无监督试验和监督试验。非监督试验可以帮助或损害半监督的人类类别学习。当与反映类别结构的知识保持一致时，非监督试验会有所帮助。成功的半监督培训需要评估学习者的陈述。人类不断地对输入进行分类，但很少收到关于它们是否正确的明确反馈。这意味着，他们可能正在将非监督信息与稀疏监督数据整合在一起--这是一种半监督学习形式。然而，测试半监督学习的实验很少，而且在非监督信息是否提供任何好处的问题上，结果相互矛盾。在这里，我们认为一个没有得到足够重视的重要因素是，受试者对刺激材料的内部表征与决定任务成功与否的实验者定义的表征之间的一致性。受试者的表征是由先前的偏见和经验决定的，只有在对齐足够的情况下，无监督学习才能成功。否则，无监督学习可能会有害地强化错误的假设。为了验证这一假设，我们进行了一项实验，受试者最初按照一个显著但与任务无关的维度对项目进行分类，只有当足够的反馈将他们的注意力吸引到与任务相关的微妙刺激维度时，才会恢复正确的类别。通过在这条学习曲线的不同阶段提取反馈，我们测试了当内部刺激表征和任务充分或不充分匹配时，无监督学习是改善还是降低了绩效。我们的结果表明，无监督学习确实会对受试者的学习产生相反的影响。我们还讨论了限制从瞬时表现中预测这种影响的程度的因素。我们的工作表明，预测和理解人类在特定任务中的类别学习需要评估和考虑受试者在这些任务中所涉及的材料的表征空间。这些考虑因素不仅适用于实验室研究，还有助于改进辅导系统和教学的设计。
People can learn through unsupervised or supervised means. Semi-supervised learning includes both unsupervised and supervised trials. Unsupervised trials can help or harm semi-supervised human category learning. Unsupervised trials help when aligned with knowledge reflecting category structure. Successful semi-supervised training requires assessing learners’ representations. Humans continuously categorise inputs, but only rarely receive explicit feedback as to whether or not they are correct. This implies that they may be integrating unsupervised information together with their sparse supervised data – a form of semi-supervised learning. However, experiments testing semi-supervised learning are rare, and are bedevilled with conflicting results about whether the unsupervised information affords any benefit. Here, we suggest that one important factor that has been paid insufficient attention is the alignment between subjects’ internal representations of the stimulus material and the experimenter-defined representations that determine success in the tasks. Subjects’ representations are shaped by prior biases and experience, and unsupervised learning can only be successful if the alignment suffices. Otherwise, unsupervised learning might harmfully strengthen incorrect assumptions. To test this hypothesis, we conducted an experiment in which subjects initially categorise items along a salient, but task-irrelevant, dimension, and only recover the correct categories when sufficient feedback draws their attention to the subtle, task-relevant, stimulus dimensions. By withdrawing feedback at different stages along this learning curve, we tested whether unsupervised learning improves or worsens performance when internal stimulus representations and task are sufficiently or insufficiently aligned, respectively. Our results demonstrate that unsupervised learning can indeed have opposing effects on subjects’ learning. We also discuss factors limiting the degree to which such effects can be predicted from momentary performance. Our work implies that predicting and understanding human category learning in particular tasks requires assessment and consideration of the representational spaces that subjects entertain for the materials involved in those tasks. These considerations not only apply to studies in the lab, but could also help improve the design of tutoring systems and instruction.
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影响因子：
29.9
作者：
Hebart MN;Zheng CY;Pereira F;Baker CI
通讯作者：
Baker CI
DOI：
10.1073/pnas.0404965101
发表时间：
2004-09-07
影响因子：
11.1
作者：
Gallistel, CR;Fairhurst, S;Balsam, P
通讯作者：
Balsam, P
影响因子：
29.9
作者：
Schurgin, Mark W.;Wixted, John T.;Brady, Timothy F.
通讯作者：
Brady, Timothy F.
DOI：
10.1037/0097-7403.25.3.308
发表时间：
1999-07-01
期刊：
JOURNAL OF EXPERIMENTAL PSYCHOLOGY-ANIMAL BEHAVIOR PROCESSES
影响因子：
--
作者：
Saksida, LM
通讯作者：
Saksida, LM
影响因子：
3
作者：
Gibson, Bryan R.;Rogers, Timothy T.;Zhu, Xiaojin
通讯作者：
Zhu, Xiaojin