The effect of category learning on sensitivity to within-category correlations

Chin-Parker, Seth; Ross, Brian H.

doi:10.3758/bf03194936

Cited by 86Categorization, perception, and languageMemory Processes and InfluencesSocial and Intergroup Psychology

The effect of category learning on sensitivity to within-category correlations

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Chin-Parker, Seth, Ross, Brian H.·2002·Memory & Cognition

DOI 10.3758/bf03194936

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Abstract

A salient property of many categories is that they are not just sets of independent features but consist of clusters of correlated features. Although there is much evidence that people are sensitive to between-categories correlations, the evidence about within-category correlations is mixed. Two experiments tested whether the disparities might be due to different learning and test tasks. Subjects learned about categories either by classifying items or by inferring missing features of items. Their knowledge of the correlations was measured with classification, prediction, typicality, and production tests. The inference learners, but not the classification learners, showed sensitivity to the correlations, although different tests were differentially sensitive. These results reconcile some earlier disparities and provide a more complete understanding of people's sensitivities to within-category correlations.

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A test emphasizing similarity more and discrimination less, such as an inference test, might have favored blocking or reduced interleaving's advantage even with the same training.
“Another test, one that emphasized discrimination less and similarity more-such as an inference rather than a classification test (see Chin-Parker & Ross, 2002)-might have produced an advantage of blocking, or at least a smaller advantage of interleaving, even if the training conditions had been the same.”
From Why interleaving enhances inductive learning: The roles of discrimination and retrieval (2013) · cites this paper as Chin-Parker & Ross, 2002

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Concepts and CategorizationWe are grateful to Alice Healy, Robert Proctor, Brian Rogosky, and Irving Weiner for helpful comments on earlier drafts of this chapter. This research was funded by National Science Foundation REESE grant DRL‐0910218, and Department of Education IES grant R305A1100060. Correspondence concerning this chapter should be addressed to rgoldsto@indiana.edu or Robert Goldstone, Psychology Department, Indiana University, Bloomington, Indiana 47405. Further information about the laboratory can be found at http://cognitrn.psych.indiana.edu
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Authors: Chin-Parker, S., & Ross, B. H.
Affiliations: University of Illinois Urbana-Champaign (US)
Venue: Memory & Cognition
Publisher: Springer Science and Business Media LLC
Published: 2002-04
Volume: 30
Issue: 3
Pages: 353-362
ISSN: 0090-502X (ISSN-L)
1532-5946
DOI: 10.3758/bf03194936
OpenAlex: W2037402435
Cited by: 86
References: 23
Citations by year: 2025: 2 · 2024: 3 · 2023: 2 · 2022: 2 · 2021: 5 · 2020: 2 · 2019: 3 · 2018: 2 · 2017: 4 · 2016: 4 · 2015: 4 · 2014: 2 · 2013: 3 · 2012: 4
FWCI: 6.24
Type: journal article
Language: en
Open access: bronze
doi.org
Licence: www.springer.com/tdm (tdm)
Locations: Memory & Cognition (publishedVersion)
PubMed (publishedVersion)
Funders: National Science Foundation (9720304)
Topics: Social Sciences › Psychology › Experimental and Cognitive Psychology › Categorization, perception, and language
Life Sciences › Neuroscience › Cognitive Neuroscience › Memory Processes and Influences
Social Sciences › Sociology and Political Science › Social and Intergroup Psychology
Keywords: category learning, correlated features, feature inference, classification learning, prediction, typicality
MeSH terms: Auditory Perception, Environment, Humans, Learning, Random Allocation, Sensitivity and Specificity, Visual Perception

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The effect of category learning on sensitivity to within-category correlations

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