Please wait a minute...
Acta Psychologica Sinica
|
The Representation of Partial Exemplars in Classification Learning
WANG Ruiming;LIN Zheting;LIU Zhiya
(1 Center for Studies of Psychological Application/School of Psychology, South China Normal University, Guangzhou 510631, China) (2 School of Psychology, Beijing Normal University, Beijing 100875, China)
Download: PDF(407 KB)   Review File (1 KB) 
Export: BibTeX | EndNote | Reference Manager | ProCite | RefWorks    
Abstract  

Previous researches have showed that category learning by inference way can represent diagnostic information and nondiagnostic information, but learning by classifying way only can represent diagnostic information such as exemplar features information. However, recently studies show that learning partial exemplars by classifying also can represent nondiagnostic information (Taylor & Ross, 2009). Taylor & Ross (2009) offered an explanation of selective attention that there are comparably loose of attention resources in partial condition than entire condition. They left out the possibility that the subject might inference the missing features in the partial condition. In the real world, exemplars often appear with occluded features, but in laboratory research, they are almost always presented in their entirety. Two experiments were conducted to explore how partial classification leads to nondiagnostic features learning. Experiment 1 replicated the Taylor & Ross (2009) finding that learners who classified exemplars with missing features (the partial condition) processed nondiagnostic features. Experiment 2 explored how partial exemplars of classification learning could represent nondiagnostic (prototypical) information. Linearly separable category structures were used in this study. Experiment 1 used the “6 dimensions category” and experiment 2 used the “7 and 5 dimensions category”. During learning phase, an individual exemplar was presented, the participant was asked to infer and indicate which category (Deeger or Koozle) the exemplar belonged to, and feedback as to whether the subject was right or wrong was provided. After a number of such trials of inference and feedback, participants reached the learning criterion and were considered to have formed new category knowledge. During the transfer phase, different prototypical and diagnostic exemplars were presented, the participant was asked to estimate their categorical typicality. Experiment 1 replicate the finding of Taylor & Ross (2009) that the entire and the partial conditions both can represent diagnostic information, but only the partial condition can represent prototypical information. In other word, the entire condition only can represent diagnostic information, but partial condition not only can represent diagnostic information but also nondiagnostic information. The results of experiment 2 support the previous prediction that subject inference the missing features automatically but not adjust their attention in the partial learning condition.

Keywords category learning      classification learning      inference learning      diagnostic information      prototypical information     
Corresponding Authors: LIU Zhiya   
Issue Date: 25 August 2014
Service
E-mail this article
E-mail Alert
RSS
Articles by authors
WANG Ruiming
LIN Zheting
LIU Zhiya
Cite this article:   
WANG Ruiming,LIN Zheting,LIU Zhiya. The Representation of Partial Exemplars in Classification Learning[J]. Acta Psychologica Sinica, 10.3724/SP.J.1041.2014.01052
URL:  
http://journal.psych.ac.cn/xlxb/EN/10.3724/SP.J.1041.2014.01052     OR     http://journal.psych.ac.cn/xlxb/EN/Y2014/V46/I8/1052
[1] ZHONG Weifang;LI You;XU Guiping;QIN Kaixin;MO Lei. Short-term Trained Lexical Categories Cause a Shift of Color Categorical Perception from Right Hemisphere to Left Hemisphere[J]. Acta Psychologica Sinica, 2014, 46(4): 450-458.
[2] RU Taotao;MO Lei;Zhang Ting;JIAO Honghao;HUANG Yulan. The Construction of Verbal Label and Response Label in Rule-Based Category Learning[J]. Acta Psychologica Sinica, 2013, 45(12): 1334-1344.
[3] LIU Zhi-Ya,HUANG Yan-Li,Carol A. SEGER. The Expectation Effect of the Sample Size in Category Learning[J]. , 2012, 44(6): 754-765.
[4] LIU Zhi-Ya,SONG Xiao-Hong,Carol A. SEGER. Six-year-old Children’s Ability on Category Learning: Category Representation, Attention and Learning Strategy[J]. , 2012, 44(5): 634-646.
[5] XU Gui-Ping,WEN Hong-Bo,WEI Xiao-Ma,MO Lei. The Influence of Positions of Cues on Probabilistic Category Learning[J]. , 2011, 43(03): 264-273.
[6] LIU Zhi-Ya,MO Lei. Influence of Category Learning in Feature Predicting When Categories Are Uncertain[J]. , 2011, 43(01): 92-100.
[7] Liu Zhi-Ya,Mo Lei. Prototype and Exemplar on Classification and Inference Learning[J]. , 2009, 41(01): 44-52.
[8] Liu Zhiya,Mo Lei. A Comparative Study of Two Types of Category Learning:Classification and Inference Learning[J]. , 2006, 38(06): 824-832.
[9] Mo Lei, Guo Lu. INFLUENCE OF FEATURES RELATION ACROSS DIMENSIONS ON CATEGORY LEARNING[J]. , 2004, 36(03): 281-289.
Viewed
Full text


Abstract

Cited

  Shared   
  Discussed   
Copyright © Acta Psychologica Sinica
Support by Beijing Magtech