Analytic and holistic modes of learning family-resemblance concepts
Analytic and holistic modes of learning family-resemblance concepts
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学习家族相似概念的分析和整体模式
DOI：
10.3758/bf03197711
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发表时间：
1987
影响因子：
2.4
通讯作者：
James Scott
中科院分区：
文献类型：
--
作者：
T. B. Ward;James Scott
三项研究考察了个体是如何根据家族相似性原则学习概念的。材料是头发、胡子、耳朵、鼻子等不同特征的卡通面孔。与以往旨在展示学习家族相似性概念的整体模式的研究相反，目前的研究表明，许多个体通过分析性、属性加例外规则来学习这些概念。在有意学习条件下（研究1和2）和偶然学习条件下（研究3）的成人以及在有意学习条件下（研究2）的儿童表现出的学习特征是属性加例外规则。没有证据表明整体模式是一种更原始的模式，因为它在偶然学习条件下的儿童或成人中并不经常发生。研究表明，整体或分析学习模式的观察程度将取决于刺激、任务和观察者因素之间的相互作用。
Three studies examined how individuals learn concepts structured according to family-resemblance principles. The materials were cartoon faces varying in the attributes of hair, mustache, ears, and nose. In contrast to previous studies purporting to show holistic modes of learning family-resemblance concepts, the present studies indicate that many individuals learn such concepts by an analytic, attribute-plus-exception rule. The attribute-plus-exception rule characterized the learning shown by adults under both intentional (Studies 1 and 2) and incidental (Study 3) learning conditions and by children under intentional learning conditions (Study 2). There was no evidence to indicate that a holistic mode is a more primitive one, since it did not occur more frequently among children or adults under incidental learning conditions. It is suggested that the extent to which holistic or analytic modes of learning are observed will be found to depend on an interaction among stimulus, task, and observer factors.