Do salient features overshadow learning of other features in category learning?
Do salient features overshadow learning of other features in category learning?
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DOI：
10.1037/xan0000139
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发表时间：
2017-07
期刊：
影响因子：
--
通讯作者：
Dunsmoor JE
中科院分区：
文献类型：
--
作者：
Murphy GL;Dunsmoor JE
数百个联想学习实验研究了动物如何学习预测令人厌恶的结果，例如电击、响亮的声音或眼睛中的空气。在这项研究中，我们扭转了这种模式，并检查了厌恶刺激、冲击的作用，将其作为由多个特征组成的复杂刺激的一个特征，而不是作为结果。特别是，我们使用了一种类别学习范式，其中多个特征预测类别成员资格，并询问显着的、令人厌恶的特征是否会通过线索竞争减少对其他类别特征的学习。三项实验将一种情况与控制条件进行了比较，其中一类的六种特征中具有痛苦的“刺痛”（电击），另一类具有独特的声音（关键特征），而在控制条件中，刺痛和声音由不那么显着（且不令人厌恶）的视觉描绘来表示。受试者学习了类别，然后测试了他们对作为类别标签预测因子的所有六个特征的了解。令人惊讶的是，实验一致发现，与对照组相比，显着的、令人厌恶的关键特征并没有减少对其他特征的学习。贝叶斯统计为这一无效结果提供了积极的证据。同样令人惊讶的是，在第四个实验中，与对照组相比，非厌恶性显着特征（鲜艳的彩色图案）增加了对其他特征的学习。我们用可能适用于类别学习环境的注意力策略来解释结果。
Hundreds of associative learning experiments have examined how animals learn to predict an aversive outcome, such as a shock, loud sound, or puff of air in the eye. In this study, we reversed this pattern and examined the role of an aversive stimulus, shock, as a feature of a complex stimulus composed of several features, rather than as an outcome. In particular, we used a category learning paradigm in which multiple features predicted category membership and asked whether a salient, aversive feature would reduce learning of other category features through cue competition. Three experiments compared a condition in which one category had among its six features a painful “sting” (shock) and the other category a distinctive sound (the critical features) to a control condition in which the sting and sound were represented by much less salient (and not aversive) visual depictions. Subjects learned the categories and then were tested on their knowledge of all six features as predictors of the category label. Surprisingly, the experiments consistently found that the salient, aversive critical features did not reduce learning of other features relative to the control. Bayesian statistics gave positive evidence for this null result. Equally surprisingly, in a fourth experiment, a nonaversive salient feature (brightly colored patterns) increased learning of other features compared to the control. We explain the results in terms of attentional strategies that may apply in a category learning context.
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影响因子：
2.4
作者：
Hoffman, Aaron B.;Harris, Harlan D.;Murphy, Grewry L.
通讯作者：
Murphy, Grewry L.
影响因子：
1.4
作者：
MATZEL, LD;SCHACHTMAN, TR;MILLER, RR
通讯作者：
MILLER, RR
影响因子：
8.2
作者：
BUSEMEYER, JR;MYUNG, IJ;MCDANIEL, MA
通讯作者：
MCDANIEL, MA
影响因子：
2.6
作者：
Dunsmoor, Joseph E.;Martin, Alex;LaBar, Kevin S.
通讯作者：
LaBar, Kevin S.
影响因子：
5.4
作者：
MEDIN, DL;SCHAFFER, MM
通讯作者：
SCHAFFER, MM