The Costs of Supervised Classification: The Effect of Learning Task on Conceptual Flexibility
The Costs of Supervised Classification: The Effect of Learning Task on Conceptual Flexibility
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DOI：
10.1037/a0019042
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发表时间：
2010-05-01
影响因子：
4.1
通讯作者：
Rehder, Bob
中科院分区：
文献类型：
--
作者：
Hoffman, Aaron B.;Rehder, Bob
研究表明，通过标准监督分类学习一个概念会导致对诊断特征的关注，而通过推断缺失特征的学习会促进类别内信息的获取。因此，我们预测，与特征推理学习相比，分类学习将导致人们在绘制新对比区别方面的能力不足，这些区别不是训练的一部分。两个实验证实，分类学习者在做出新的区分方面处于劣势。眼动数据表明，这种概念上的僵化是由于(A)注意力轮廓较窄，减少了对许多类别特征的编码，以及(B)习得的注意力不集中，阻碍了注意力对新相关信息的重新分配。讨论了监督分类学习的这些代价对于概念结构的观点的影响。
Research has shown that learning a concept via standard supervised classification leads to a focus on diagnostic features, whereas learning by inferring missing features promotes the acquisition of within-category information. Accordingly, we predicted that classification learning would produce a deficit in people's ability to draw novel contrasts distinctions that were not part of training compared with feature inference learning. Two experiments confirmed that classification learners were at a disadvantage at making novel distinctions. Eye movement data indicated that this conceptual inflexibility was due to (a) a narrower attention profile that reduces the encoding of many category features and (b) learned inattention that inhibits the reallocation of attention to newly relevant information. Implications of these costs of supervised classification learning for views of conceptual structure are discussed.