Putting together prior knowledge, verbal arguments, and observations in category learning
نویسندگان
چکیده
منابع مشابه
Putting together prior knowledge, verbal arguments, and observations in category learning.
Two experiments addressed the novel issue of how people incorporate verbal arguments into category learning. In Experiment 1, at the start of learning, subjects were given verbal arguments, which had an influence equivalent to a fixed number of category members. In Experiment 2, subjects learned under slower paced conditions, and it was found that both prior knowledge and arguments had multiple...
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Two experiments addressed the novel issue of how people incorporate verbal arguments into category learning. In Experiment 1, at the start of learning subjects were given verbal arguments, which had an influence equivalent to a fixed number of category members. In Experiment 2, subjects learned under slower-paced conditions, and it was found that both prior knowledge and arguments had multiple ...
متن کاملCategory learning with minimal prior knowledge.
In 6 experiments, the authors examined the use of prior knowledge in category learning. Previous studies of the effects of knowledge on category learning have used categories in which knowledge was related to all of the category's features. However, people's knowledge of real-world categories often consists of many "rote" features that are not related to their prior knowledge. Five experiments ...
متن کاملModeling Category Learning with Exemplars and Prior Knowledge
An open question in category learning research is how prior knowledge affects the process of learning new concepts. Rehder and Murphy’s (2003) Knowledge Resonance (KRES) model of concept learning uses an interactive neural network to account for many observed effects related to prior knowledge, but cannot account for the learning of nonlinearly separable concepts. In this work, we extend the KR...
متن کاملRunning Head: Knowledge and Attention in Category Learning How Prior Knowledge Affects Selective Attention During Category Learning: An Eyetracking Study
Research has shown that category learning is affected by (a) attention, which selects which aspects of stimuli are available for further processing, and (b) the existing semantic knowledge that learners bring to the task. However, little is known about how knowledge affects what is attended. Using eyetracking, we found that (a) knowledge indeed changes what features are attended, with knowledge...
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ژورنال
عنوان ژورنال: Memory & Cognition
سال: 2001
ISSN: 0090-502X,1532-5946
DOI: 10.3758/bf03196412