Memory-Based Judgments About Multiple Categories: A Revision and Extension of Tajfel's Accentuation Theory
Memory-Based Judgments About Multiple Categories: A Revision and Extension of Tajfel's Accentuation Theory
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基于记忆的多类别判断：泰菲尔重音理论的修正与扩展
DOI：
10.1037/0022-3514.67.1.35
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发表时间：
1994
影响因子：
7.6
通讯作者：
Russell W. Clement
中科院分区：
文献类型：
--
作者：
J. Krueger;Russell W. Clement
强调理论认为，刺激的分类会产生编码偏差。对比效应增强类间差异，同化效应增强类内相似性。这些偏见是否会影响对分布在许多类别中的刺激的提取？日历将任意的月际边界叠加在每日温度变化上。在实验1中，Ss估计了48天的平均温度。相邻月份的2天估计值之间的差异较大（对比），而同一月份的2天估计值之间的差异小于实际差异（同化）。实验2表明，同化解释了所有的分类效应。当被类别学习的范例模型的假设修改时，强调理论解释了结果。这些研究结果的社会分类的相关性进行了讨论。仅仅将对象放入不同的类别会影响对这些对象的判断。属于同一类的物体更容易相互混淆（Stangor，Lynch，Duan，& Glass，1992; Taylor，Fiske，Etcoff，& Ruderman，1978），并被回忆为一个集群（MacNamara，哈代，& Hirtle，1989）。通常，只有类别标签被召回（Park & Rothbart，1982）。人们高估或低估了刺激之间的空间距离，这取决于它们之间是否有类别边界福尔斯（Newcombe & Liben，1982），他们低估了不同类别的刺激分布重叠的程度（Krueger & Rothbart，1990）。分类效应是有趣的，因为分类的行为不一定会给刺激本身增加信息，但会将刺激置于上下文中。分类决定哪些刺激属于同一类，哪些不属于。在这项研究中，我们检验了来自重读理论的预测（Eiser & Stroebe，1972;Tajfel，1959，1969）。根据这一理论，人们的感知使属于同一类别的刺激之间的差异最小化（同化效应），并使属于不同类别的刺激之间的差异最大化（对比效应）。标准的设计包括呈现刺激，这些刺激沿着沿着一个定量维度分级，并被落在该维度中心的分类边界划分（Tajfel和Wilkes，1963）。也就是说，在二分分类的情况下，强调效应已经被证明是编码偏差。本文首先回顾了重读的理论和研究。然后，
Accentuation theory states that the classification of stimuli produces encoding biases. Contrast effects enhance intercategory differences; assimilation effects enhance intracategory similarities. Do these biases affect the retrieval of stimuli distributed across many categories? The calendar superimposes arbitrary intermonth boundaries on day-to-day variations in temperature. In Experiment 1, Ss estimated the average temperatures of 48 days. Differences between estimates for 2 days belonging to neighboring months were greater (contrast) and differences between estimates for 2 days belonging to the same month were smaller than actual differences (assimilation). Experiment 2 showed that assimilation accounted for all categorization effects. When modified by assumptions from an exemplar model of category learning, accentuation theory accounts for the results. The relevance of these findings for social categorization is discussed. Merely placing objects into distinct categories affects judgments about those objects. Objects belonging to the same class are more likely to be confused with each other (Stangor, Lynch, Duan, & Glass, 1992; Taylor, Fiske, Etcoff, & Ruderman, 1978) and to be recalled as a cluster (MacNamara, Hardy, & Hirtle, 1989). Often, only the category label is recalled (Park & Rothbart, 1982). People over- or underestimate spatial distances between stimuli depending on whether a category boundary falls between them (Newcombe & Liben, 1982), and they underestimate the degree to which the stimulus distributions of different categories overlap (Krueger & Rothbart, 1990). Categorization effects are intriguing because the act of categorization does not necessarily add information to the stimulus itself, but places a stimulus in a context. Categorization determines which stimuli belong to the same class and which do not. In this study, we examine predictions derived from accentuation theory (Eiser & Stroebe, 1972;Tajfel, 1959,1969). According to this theory, people's perceptions minimize the differences between stimuli falling into the same category (assimilation effect) and maximize the differences between stimuli falling into different categories (contrast effect). The standard design involves the presentation of stimuli that are graded along a quantitative dimension and divided by a categorical boundary falling in the center of that dimension (Tajfel & Wilkes, 1963). That is, accentuation effects have been demonstrated as encoding biases in cases of dichotomous categorization. We first review theory and research on accentuation. Then,
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影响因子：
7.6
作者：
Patricia W. Linville;G. W. Fischer;P. Salovey
通讯作者：
Patricia W. Linville;G. W. Fischer;P. Salovey
类别学习中的对比和强调效应。
影响因子：
7.6
作者：
Krueger,J;Rothbart,M
通讯作者：
Rothbart,M
DOI：
10.1037/0278-7393.16.1.149
发表时间：
1990-01-01
影响因子：
2.6
作者：
LORCH, RF;MYERS, JL
通讯作者：
MYERS, JL
人类的学习和记忆。
影响因子：
24.8
作者：
Johnson,MK;Hasher,L
通讯作者：
Hasher,L
儿童和成人认知地图中的障碍效应。
影响因子：
2.6
作者：
Newcombe,N;Liben,LS
通讯作者：
Liben,LS