Selective attention, diffused attention, and the development of categorization.
Selective attention, diffused attention, and the development of categorization.
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DOI：
10.1016/j.cogpsych.2016.09.002
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发表时间：
2016-12
影响因子：
2.6
通讯作者：
Sloutsky VM
中科院分区：
文献类型：
--
作者：
Deng WS;Sloutsky VM
人们如何学习类别以及什么会随着发展而变化？本研究试图通过关注注意在范畴化发展中的作用来解决这些问题。在实验1中，受试者(成人、7岁和4岁儿童)接受了由确定性和概率特征组成的新类别的训练，并测试了他们对特征的分类和记忆。在实验2中，被试的注意力被引导到确定性特征上，而在实验3中，被试的注意力被引导到概率特征上。注意线索影响成人和7岁儿童的分类和记忆：这些参与者在分类中依赖线索特征，并且对线索特征的记忆比对非线索特征的记忆更好。相反，在4岁儿童中，注意线索只影响分类，而不影响记忆：这些参与者在线索和非线索特征上表现出同样好的记忆。此外，在整个实验中，4岁的孩子比成年人更能记住非线索特征。这些结果与计算机模拟相结合，提供了新的证据：(1)指出了不同发展阶段类别表征和分类机制的差异；(2)阐明了注意在分类发展中的作用；(3)表明在分类发展的早期，表征因素和决定因素之间存在着重要的区别。本文从范畴化理论及其发展的角度对这些问题进行了讨论。
How do people learn categories and what changes with development? The current study attempts to address these questions by focusing on the role of attention in the development of categorization. In Experiment 1, participants (adults, 7-year-olds, and 4-year-olds) were trained with novel categories consisting of deterministic and probabilistic features, and their categorization and memory for features were tested. In Experiment 2, participants’ attention was directed to the deterministic feature, and in Experiment 3 it was directed to the probabilistic features. Attentional cuing affected categorization and memory in adults and 7-year-olds: these participants relied on the cued features in their categorization and exhibited better memory of cued than of non-cued features. In contrast, in 4-year-olds attentional cueing affected only categorization, but not memory: these participants exhibited equally good memory for both cued and non-cued features. Furthermore, across the experiments, 4-year-olds remembered non-cued features better than adults. These results coupled with computational simulations provide novel evidence (1) pointing to differences in category representation and mechanisms of categorization across development, (2) elucidating the role of attention in the development of categorization, and (3) suggesting an important distinction between representation and decision factors in categorization early in development. These issues are discussed with respect to theories of categorization and its development.
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