Prior knowledge enhances the category dimensonality effect
Prior knowledge enhances the category dimensonality effect
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DOI：
10.3758/mc.36.2.256
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发表时间：
2008-03-01
影响因子：
2.4
通讯作者：
Murphy, Grewry L.
中科院分区：
文献类型：
--
作者：
Hoffman, Aaron B.;Harris, Harlan D.;Murphy, Grewry L.
本研究探讨了先前知识和刺激维度对类别学习的联合影响。受试者学习的类别结构与相同数量的必要的维度，但更多或更少的额外的，冗余的维度和知识相关或知识无关的功能。最小学习模型预测，所有受试者，无论条件如何，要么应该学习相同数量的维度，要么应该对每个维度做出更慢的反应。尽管相似的学习率和反应时间，科目学习更多的功能，在高维比在低维条件。此外，先验知识与维度相互作用，增加了学习内容，特别是在高维情况下。第二个实验证实，参与者确实在训练阶段学习了更多的特征，而不是简单地在测试中推断它们。这些效应可以通过特征（代表先验知识）之间的直接关联，结合特征和类别标签之间的反馈来解释，正如知识共振（KRES）类别学习模型的模拟所示。
A study of the combined influence of prior knowledge and stimulus dimensionality on category learning was conducted. Subjects learned category structures with the same number of necessary dimensions but with more or fewer additional, redundant dimensions and with either knowledge-related or knowledge-unrelated features. Minimal-learning models predict that all subjects, regardless of condition, either should learn the same number of dimensions or should respond more slowly to each dimension. Despite similar learning rates and response times, subjects learned more features in the high-dimensional than in the low-dimensional condition. Furthermore, prior knowledge interacted with dimensionality, increasing what was learned, especially in the high-dimensional case. A second experiment confirmed that the participants did, in fact, learn more features during the training phase, rather than simply inferring them at test. These effects can be explained by direct associations among features (representing prior knowledge), combined with feedback between features and the category label, as was shown by simulations of the knowledge resonance, or KRES, model of category learning.