CONTEXT THEORY OF CLASSIFICATION LEARNING
CONTEXT THEORY OF CLASSIFICATION LEARNING
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DOI：
10.1037/0033-295x.85.3.207
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发表时间：
1978-01-01
影响因子：
5.4
通讯作者：
SCHAFFER, MM
中科院分区：
文献类型：
--
作者：
MEDIN, DL;SCHAFFER, MM
大多数处理定义不明确的概念的理论都假设绩效是基于类别级别信息或类别级别和特定项目信息的混合。描述了一种分类的语境理论，其中假定判断专门从存储的样本信息中得出。其主要思想是，探测项充当检索线索，以获取与类似于探测的刺激相关联的信息。将语境理论的预测与一类理论(包括原型理论)的预测进行了对比，后者认为进入判断的信息可以来自成分线索维度的信息的相加组合。在4个实验中，128名付费学生同时使用几何形状和图解面孔作为刺激，语境理论一致地对数据做出了更好的解释。详细讨论了语境理论与与定义不明确的概念相关的其他理论和现象的关系。(参考文献42)(心理信息数据库记录(C)2016 APA，版权所有)
Most theories dealing with ill-defined concepts assume that performance is based on category level information or a mixture of category level and specific item information. A context theory of classification is described in which judgments are assumed to derive exclusively from stored exemplar information. The main idea is that a probe item acts as a retrieval cue to access information associated with stimuli similar to the probe. The predictions of the context theory are contrasted with those of a class of theories (including prototype theory) that assume that the information entering into judgments can be derived from an additive combination of information from component cue dimensions. Across 4 experiments with 128 paid Ss, using both geometric forms and schematic faces as stimuli, the context theory consistently gave a better account of the data. The relation of context theory to other theories and phenomena associated with ill-defined concepts is discussed in detail.(42 ref)(PsycINFO Database Record (c) 2016 APA, all rights reserved)