规则分类中刺激非规则特征突显条件下的样例效应

用Allan和Brooks的实验范式,采用2（学习轮次：5轮、10轮）×2（项目类型：旧项目、新项目）×2（项目匹配性质：正向匹配、反向匹配）混合实验设计,研究规则分类中非规则特征突显条件下的样例效应。结果发现,在学习5轮的条件下,获得了错误率上的样例效应,在学习5轮和10轮的条件下都没有获得反应时上的样例效应。实验得出样例效应的产生和突显的非规则特征有关的结论。     

归类不确定时样例代表性对特征归纳预测的影响研究

作者用以大学生被试的一个实验考察归类不确定情景下样例的代表典型性对特征归纳预测的可能影响。实验结果表明,预测特征相对于目标特征的综合条件概率影响特征归纳预测,而样例的代表典型性并不影响特征归纳预测,没有出现样例的代表典型性效应。预测特征综合条件概率策略能预测解释这种结果。     

基于规则的类别学习和信息整合的类别学习

该文介绍了类别学习的双重系统理论:基于规则的类别学习指的是学习一种可以用言语表述的规则,是一种外显学习系统;信息整合的类别学习指的是学习一种难以用言语表述的规则,是一种内隐学习系统。同时介绍了类别学习的主要理论模型,以及支持双系统理论的实证研究,包括行为、临床和认知神经实验的研究结果。     

The role of functional information for infant categorization

This report examines whether knowledge about function influences the formation of artifact categories in 11-12- month old infants. Using an object-examination task, a set of artificial stimuli was presented that could either be grouped according to overall similarity or according to similarity in one functionally relevant part. Experiment 1 revealed that infants categorized the objects according to overall similarity but not part similarity under control conditions. Experiment 2 showed that after having seen the experimenter demonstrating the functional use of the critical part, infants later categorized the stimuli according to part similarity. When the same actions were performed without producing any effect, infants failed to categorize according to the critical part. This set of findings suggests that 11-12-month old infants use functional information as a cue to categorization.     

类别学习中的分类和推理

该文介绍了类别学习中的分类和推理两种任务,并从学习的条件、过程、结果和发展等方面的归纳了当前研究的最新进展。表明了类别的分类学习和推理学习有相同的形式,但学习的信息处理过程和学习的结果不同。分类学习关注类别间的区分性信息,更可能是样例学习结果;推理学习更为关注单个类别内部的共同性信息,更可能是原型学习结果。这方面的结论强化了基于解释的观点。     

The role of the ‘other’ in national identity: exploring the context‐dependence of the national ingroup stereotype

Analysts from a range of disciplines (especially sociology and social anthropology) highlight the role of the ‘other’ in the construction and definition of national identity. Recently some social psychologists have come to emphasize the inherently relational nature of identity. Drawing upon these recent investigations, the present paper reports a field study investigating the context‐dependent nature of group identity. Using a modified version of the Katz–Braly task, British subjects (n=240) stereotyped two national groups: Americans and British. They did so in two conditions. In the ‘one‐group’ conditions, subjects rated either of the two groups. In the ‘two‐group’ conditions, they rated one whilst also considering the other. Following Oakes, Haslam and Turner (1994) we predicted that whereas subjects' stereotypes of the national outgroup (the Americans) would be unaffected by this manipulation, their stereotype of the national ingroup (the British) would be affected. This prediction was confirmed. We also predicted that the national ingroup stereotype obtained in the ‘two‐group’ condition would be one which was defined in contrast to the American ‘other’ which constituted the comparative context. Using a measure which takes into account the applicability of ingroup‐defining terms to both the ingroup and the outgroup (the diagnosticity measure of stereotyping proposed by McCauley and Stitt, 1978) we show that the ingroup identity definition produced in this condition did indeed differentiate the British from the Americans. The significance of these data for those concerned with the application of social psychological theory to real‐life social problems is discussed. Copyright © 1999 John Wiley & Sons, Ltd.     

概念和类别研究中基于解释的观点

该文介绍了概念和类别研究中基于解释的观点。和原型观、样例观不同,基于解释的观点强调了三个方面的影响因素,一是知识背景的影响;二是不同的学习任务的影响;三是类别知识的运用的再影响。该文从时问的先后描述了解释观的主要观点及其典型的实验研究。     

Effect of relation availability on the interpretation and access of familiar noun–noun compounds

Two experiments investigate whether relations that link the constituents of compounds during compound formation (e.g., teapot is formed by combining tea and pot using the relation head noun FOR modifier) also influence the processing of familiar compounds. Although there is evidence for the use of such relations in forming compounds, whether such relations affect the processing of familiar compounds is unknown. The data show clear effects of repetition and relational priming for written words on both a sense-nonsense task and a lexical decision task. These results indicate that the relation linking the constituents of familiar compounds is important to their access and use.     

Unsupervised categorization with a child sample: category cohesion development

Studies into categorization have demonstrated that the ability to form concepts is an essential ability in cognitive development. For example, before a decision about anything can be made, firstly category concepts need to be acquired in order to make efficient decisions about that situation. The present study explored a particular type of category learning, not previously explored in this particular context – unsupervised categorization with 16 items and two dimensions, and comparing specifically children vs. adults. Previous studies have typically focused on simpler designs such as three items of two dimensions in the triad tasks, or a greater number of dimensions but with much fewer items per category in other unsupervised settings. This study investigated unsupervised categorization with two levels of task difficulty, and compared two different populations, children and adults. The findings revealed that adults performed better for the easy condition but there was no difference between these groups for the more difficult category task. The findings also revealed that unsupervised categorization in more complex settings result in more one dimensional sorting, for both children and adults. The results are discussed in the context of unsupervised categorization development abilities in children.     

Distributional analysis of semantic interference in picture naming

In picture–word interference experiments, participants name pictures (e.g., of a cat) while trying to ignore distractor words. Mean response time (RT) is typically longer with semantically related distractor words (e.g., dog) than with unrelated words (e.g., shoe), called semantic interference. Previous research has examined the RT distributional characteristics of distractor effects by performing ex-Gaussian analyses, which reveal whether effects are present in the normal part of the distribution (the μ parameter), its long right tail (the τ parameter), or both. One previous study linked the semantic interference effect selectively to the distribution tail. In the present study, we replicated the semantic interference effect in the mean picture naming RTs. Distributional analysis of the RTs and those of a previous study revealed that semantic interference was present in both μ and τ. These results provide evidence that the effect is not selectively linked to the τ parameter, and they warn against any simple one-to-one mapping between semantic interference and distributional parameters.