共查询到20条相似文献，搜索用时 31 毫秒
1.
The Dynamics of Preschoolers' Categorization Choices 总被引：1，自引：0，他引：1
The present research explored the effects of stimulus and task factors on preschoolers' (Experiments 1 and 3) and adults' (Experiment 2) tendency to categorize according to taxonomic relations, when those relations conflict with appearances. In Experiment 1, we examined the effects of and interactions among ( a ) available information, operationalized by using more- or less-informative stimulus types (objects vs. line drawings) and by the presence or absence of labeling, and ( b ) task constraints, operationalized by comparing sorting questions with inductive inferences questions. When provided with information that constrained the categorization decision, either through the availability of labels or a combination of enhanced physical informativeness of objects and an inference question, preschoolers reliably based their categorization decisions on taxonomic relations between physically dissimilar items. In Experiment 2, stimulus type (objects vs. line drawings) was shown to have a similar effect on adults. In Experiment 3, we examined the effects of stimulus type on preschoolers' inductive inferences and accuracy of naming. The effects in the two tasks were closely related, suggesting that the amount of available information affects different responses in similar ways. These data demonstrate the interactive effects of available information and task constraints on categorization decisions. 相似文献
2.
Barbara Younger 《Child development》1993,64(1):309-320
Although it is often acknowledged that classification exists in the first year of life, it has been suggested that infants are capable only of implicit categorization, recognizing that something is or is not familiar. In contrast, older children are thought to compare the stimuli or objects they categorize and to explicitly equate different category members. 2 habituation experiments were conducted in an attempt to determine whether 10-month-old infants are capable of explicit categorization. The approach taken was to insert nonmembers into the familiarization sequence in a categorization task. The nonmembers were designed so as to have a predictable effect on infants' performance whether or not these stimuli were included as infants processed the categorical information. The results suggest that infants do explicitly equate category members. Infants appeared to disregard the nonmembers in the familiarization sequence, basing their categorization response instead on the set of instances that were "the same sort of thing." 相似文献
3.
We trained 7 pigeons to discriminate visual displays of 16same items from displays of 16different items. The specific stimulus features of the items and the relations among the items could serve as discriminative stimuli.
Unlike in most studies of same-different discrimination behavior, we gave a small number of probe tests during each session
of acquisition to measure the time-course of control by the learning of specific stimulus features and relational cues. Both
the specific stimulus features and relational cues exerted reliable stimulus control, with the specific stimulus features
exerting more control during the final three fourths of same-different learning. These findings replicate research suggesting
that pigeons encode both the specific stimulus features and relational cues, and for the first time document the time-course
of control by each kind of cue. 相似文献
4.
从认知学角度来看，作为认知主体的人对于认知对象必须进行分类和范畴化。如若没有对千差万别的观念加以范畴化的能力，人们就无法理解自己的生活环境，亦无法对经验进行处理、构建和储存。范畴化是人类对世界万物进行分类的认知活动，也正是在这一活动的基础上人类才具有了形成概念的能力，才有了语言符号的能力。范畴化的过程是人的认知赋予世界万物一定结构的一个心理过程，是一个复杂模糊而非简单明确的认知过程。范畴边缘模糊性有不同的侧面，其中最重要的一面是语境依赖性。范畴的内部结构在很大程度上由我们的认知与化模式加以组织，并随着语境的变化而变化。本拟从以下三个方面谈谈语境变化及化模式对范畴原型理论的影响：原型及其整个内部结构的语境依赖性；语境、情景及认知模式；化模式。 相似文献
5.
Midsession reversals with pigeons: visual versus spatial discriminations and the intertrial interval
Jennifer R. Laude Jessica P. Stagner Rebecca Rayburn-Reeves Thomas R. Zentall 《Learning & behavior》2014,42(1):40-46
Discrimination reversal learning has been used as a measure of species flexibility in dealing with changes in reinforcement contingency. In the simultaneous-discrimination, midsession-reversal task, one stimulus (S1) is correct for the first half of the session, and the other stimulus (S2) is correct for the second half. After training, pigeons show a curious pattern of choices: They begin to respond to S2 well before the reversal point (i.e., they make anticipatory errors), and they continue to respond to S1 well after the reversal (i.e., they make perseverative errors). That is, pigeons appear to be using the passage of time or the number of trials into the session as a cue to reverse, and are less sensitive to the feedback at the point of reversal. To determine whether the nature of the discrimination or a failure of memory for the stimulus chosen on the preceding trial contributed to the pigeons’ less-than-optimal performance, we manipulated the nature of the discrimination (spatial or visual) and the duration of the intertrial interval (5.0 or 1.5 s), in order to determine the conditions under which pigeons would show efficient reversal learning. The major finding was that only when the discrimination was spatial and the intertrial interval was short did the pigeons perform optimally. 相似文献
6.
Three studies explored whether and when children could categorize objects on the basis of a novel underlying causal power. To test this we constructed a "blicket detector," a machine that lit up and played music when certain objects were placed on it. First, 2-, 3- and 4-year-old children saw that an object labeled as a "blicket" would set off the machine. In a categorization task, other objects were demonstrated on the machine. Some set it off and some did not. Children were asked to say which objects were "blickets." In an induction task, other objects were or were not labeled as "blickets." Children had to predict which objects would have the causal power to set off the machine. The causal power could conflict with perceptual properties of the object, such as color and shape. In an association task the object was associated with the machine's lighting up but did not cause it to light up. Even the youngest children sometimes used the causal power to determine the object's name rather than using its perceptual properties and sometimes used the object's name rather than its perceptual properties to predict the object's causal powers. Children rarely categorized the object on the basis of the associated event. Young children also sometimes made interesting memory errors-they incorrectly reported that objects with the same perceptual features had had the same causal power. These studies demonstrate that even very young children will easily and swiftly learn about a new causal power of an object and spontaneously use that information in classifying and naming the object. 相似文献
7.
《Early childhood research quarterly》2006,21(3):360-373
This study investigated the role of word knowledge and spontaneous labeling of familiar objects in free sorting object categorization by 16–23-month-old children. General vocabulary was related to categorization on particular tasks involving both familiar and unfamiliar objects. Object labeling was associated with categorization when familiar objects of a given kind were identical. Spontaneous object labeling was also the only predictor of non-familiar object categorization, beyond the effects of age and vocabulary. The pattern of results suggests that spontaneous object labeling during free sorting is a reflection of the child's heightened involvement in the challenge of category discovery, thus perhaps facilitating object categorization. The findings reinforce the importance of teachers engaging toddlers in interactive object naming and world learning, as well as encouraging self-narration. 相似文献
8.
We studied transposition in pigeons by training them to select the smaller (or the larger) of a pair of circles. In training, different groups of pigeons were given one pair, two pairs, or three pairs of circles along the size dimension. Testing included two stimulus pairs for which, according to theoretical postdiscrimination generalization gradients, transposition should decrease from one-pair to two-pair to three-pair training. On the basis of the results of our earlier study (Lazareva, Wasserman, & Young, 2005) and contrary to these predictions, we expected that transposition should increase from one-pair to two-pair to three-pair training. We found that multiple-pair discrimination training enhanced transposition, which, on average, rose from 47% (one-pair training) to 52% (two-pair training) to 64% (three-pair training). In addition, we found that the overall similarity of the testing pair to the training pair(s) modulated the strength of relational responding. These results demonstrate that encountering multiple instances of a rule leads to stronger relational learning, even when reinforcement history predicts the opposite trend. These results also provide strong evidence against stimulus generalization as the sole determinant of relational responding in transposition. 相似文献
9.
The categorization performance of monkeys on a unidimensional perceptual categorization task was examined with reference to
decision bound and exemplar theories of categorization. Three rhesus monkeys were presented with stimuli varying along a single
dimension, the displacement of a target light from a fixation point. Left or right saccade responses were probabilistically
reinforced according to one of three functions, two of which were nonmonotonic at one end of the stimulus space. The monkeys
all showed a monotonic increase in response probability as a function of target light displacement in this region, consistent
with decision bound theory. Fits of a single-boundary model (GRT; Ashby & Gott, 1988) and two exemplar models—one using a
probabilistic response function (GCM; Nosofsky, 1986), the other using a deterministic response function (DEM; Ashby & Maddox,
1993)—revealed overall support for the decision bound model. The results suggest that monkeys used a perceptual decision boundary
to perform the task. 相似文献
10.
Visual illusions are objects that are made up of elements that are arranged in such a way as to result in erroneous perception of the objects’ physical properties. Visual illusions are used to study visual perception in humans and nonhuman animals, since they provide insight into the psychological and cognitive processes underlying the perceptual system. In a set of three experiments, we examined whether dogs were able to learn a relational discrimination and to perceive the Müller-Lyer illusion. In Experiment 1, dogs were trained to discriminate line lengths using a two-alternative forced choice procedure on a touchscreen. Upon learning the discrimination, dogs’ generalization to novel exemplars and the threshold of their abilities were tested. In the second experiment, dogs were presented with the Müller-Lyer illusion as test trials, alongside additional test trials that controlled for overall stimulus size. Dogs appeared to perceive the illusion; however, control trials revealed that they were using global size to solve the task. Experiment 3 presented modified stimuli that have been known to enhance perception of the illusion in other species. However, the dogs’ performance remained the same. These findings reveal evidence of relational learning in dogs. However, their failure to perceive the illusion emphasizes the importance of using a full array of control trials when examining these paradigms, and it suggests that visual acuity may play a crucial role in this perceptual phenomenon. 相似文献
11.
In four experiments with three-year-olds (N = 67), we investigate children's understanding of the differential importance of shape for categorization of solid rigid objects with fixed shapes and solid but deformable objects with shapes that can be changed. In a non-naming task we find that young children categorize rigid and deformable things differently and know that material is important for deformable things and shape for rigid things. In two naming tasks, however, children generalize names for both solid and deformable objects by shape similarity and disregard rigidity. To understand this pattern of results we examine a corpus of early-learned nouns and the kinds of rigid and nonrigid things named by nouns in that corpus. The results suggest that names for categories of solid, rigid objects in which instances are similar in shape dominate children's early noun vocabularies. We suggest that children's novel word generalizations for deformable things may be overgeneralizations of this dominant pattern. 相似文献
12.
In Experiment 1, we used six procedures in a series of unsuccessful attempts to obtain relational learning using trial-unique pictorial stimuli in pigeons. The Experiment began by testing conventional (three-key) matching-to-sample (MTS) and nonmatching-to-sample (NMTS); in subsequent stages of the experiment we progressively incorporated features of techniques that do obtain relational learning in a single-key apparatus. In Experiment 2, we found that acquisition of NMTS using pictorial stimuli proceeded no more rapidly than acquisition of a conditional discrimination. Experiment 3 showed that acquisition of NMTS was more rapid than acquisition of MTS when plain colored stimuli were used, but not when pictorial stimuli were used. These three experiments suggest that pigeons do not recognize pictorial stimuli shown on different keys. In Experiment 4, between-key recognition was obtained with familiar but not with novel pictorial stimuli. It is argued that perceptual learning facilitates the detection of the between-key identity of complex stimuli, and that perceptual processes may underlie the difficulty in demonstrating relational learning in pigeons. 相似文献
13.
Despite a large body of research demonstrating the kinds of categories to which infants respond, few studies have directly assessed how infants' categorization unfolds over time. Four experiments used a visual familiarization task to evaluate 10-month-old infants' (N = 98) learning of exemplars characterized by commonalities in appearance or function. When learning exemplars with a common function, infants initially responded to the common feature, apparently forming a category, and only learned the individual features with more extensive familiarization. When learning exemplars with a common appearance, infants initially learned the individual features and apparently only formed a category with more extensive familiarization. The results are discussed in terms of models of category learning. 相似文献
14.
Shannon M. Pruden Sarah Roseberry Tilbe Göksun Kathy Hirsh‐Pasek Roberta M. Golinkoff 《Child development》2013,84(1):331-345
Fundamental to amassing a lexicon of relational terms (i.e., verbs, prepositions) is the ability to abstract and categorize spatial relations such as a figure (e.g., boy) moving along a path (e.g., around the barn). Three studies examine how infants learn to categorize path over changes in manner, or how an action is performed (e.g., running vs. crawling). Experiment 1 (n = 60) finds that 10‐ to 12‐month‐old English‐learning infants categorize a figure’s path. In Experiment 2 (n = 27) categorization is disrupted when the ground object is removed, suggesting the relation between figure and ground defines the path. Experiment 3 (n = 24) shows that language may be a mechanism guiding category formation. These studies suggest that English‐learning infants can categorize path, a component lexicalized in the world’s languages. 相似文献
15.
陈文华 《湖南科技学院学报》2011,32(10)
为了了解纷繁的世界,人们不得不把事物归入范畴,由此产生了范畴理论。而随着研究的日益深入,传统的范畴理论受到苛责,取而代之的是现代的范畴理论——原型范畴理论。英语词汇教学显然颇受启发。然而,范畴理论特别是原型理论也并非毫无缺陷,为了解决范畴化所不能解释的认知语言学上的种种困难,非范畴化理论应运而生,二者互补构成一个有机整体。 相似文献
16.
Pigeons were trained in a forced choice task with four alternatives to categorize arrays consisting of 1, 3, 5, or 8 dots.
Before the pigeons chose a comparison stimulus, they were required to peck each dot sequentially. A single peck to a dot,
which was defined as an indicating response, changed the color of the dot so that it was differentiated from those that remained to be counted. The pigeons
successfully learned to categorize the numerical arrays and then displayed transfer to novel arrays consisting of two, four,
six, or seven dots, in a manner according to the order of 1 < 2 < 3 < 4 < 5 < 6 < 7 < 8. Subsequent tests revealed that the
pigeons discriminated the stimuli by relying on the number of indicating responses. They also utilized multiple information
(surface area, time, and other confounded events), but this was of minor significance, and after training, the pigeons were
able to disregard these cues. 相似文献
17.
Lulu Healy Solange Hassan Ahmad Ali Fernandes 《Educational Studies in Mathematics》2011,77(2-3):157-174
In this paper, we aim to contribute to the discussion of the role of the human body and of the concrete artefacts and signs created by humankind in the constitution of meanings for mathematical practices. We argue that cognition is both embodied and situated in the activities through which it occurs and that mathematics learning involves the appropriation of practices associated with the sets of artefacts that have historically come to represent the body of knowledge we call mathematics. This process of appropriation involves a coordination of a variety of the semiotic resources??spoken and written languages, mathematical representation systems, drawings, gestures and the like??through which mathematical objects and relationships might be experienced and expressed. To highlight the connections between perceptual activities and cultural concepts in the meanings associated with this process, we concentrate on learners who do not have access to the visual field. More specifically, we present three examples of gesture use in the practices of blind mathematics students??all involving the exploration of geometrical objects and relationships. On the basis of our analysis of these examples, we argue that gestures are illustrative of imagined reenactions of previously experienced activities and that they emerge in instructional situations as embodied abstractions, serving a central role in the sense-making practices associated with the appropriation of mathematical meanings. 相似文献
18.
T Sherman 《Child development》1985,56(6):1561-1573
The prototypical category-learning experiences with which infants are confronted are ones in which they have had prior experience with and have clearly noted the differences among a set of objects. Their task, then, is to notice also the similarities among the objects and to form a category based on these similarities. The goals of the current experiments were to create a laboratory situation in which it was clear that 10-month-old infants were distinguishing one category exemplar from another, and then to determine the structure of the category representation the infants developed under these learning conditions. A set of artificially created face stimuli was used in which the mean and modal prototypes were distinct. The infants' performance could not be explained by the context theory; they appear to have retained a count of the feature values observed during study. These data give support to the claim that prior to language, infants have available strategies for abstracting category-level information from their perceptual experiences with discriminable objects and events. 相似文献
19.
In three experiments, we examined pigeons’ recognition of video images of human faces. In Experiment 1, pigeons were trained
to discriminate between frontal views of human faces in a go/no-go discrimination procedure. They then showed substantial
generalization to novel views, even though human faces change radically as viewpoint changes. In Experiment 2, the pigeons
tested in Experiment 1 failed to transfer to the faces dynamically rotating in depth. In Experiment 3, the pigeons trained
to discriminate the dynamic stimuli showed excellent transfer to the corresponding static views, but responses to the positive
faces decreased at novel viewpoints outside the range spanned by the dynamic stimuli. These results suggest that pigeons are
insensitive to the three-dimensional properties of video images. Consideration is given to the nature of the task, relating
to the identification of three-dimensional objects and to perceptual classifications based on similarity judgments. 相似文献
20.
Juan D. Delius 《Learning & behavior》1992,20(3):301-311
With a three-choice instrumental discrimination procedure, pigeons were taught to distinguish small spherical objects from nonspherical objects. Spherical objects were defined as positive, nonspherical objects as negative. A device allowing an automatic presentation of the stimuli was employed. The subjects actually pecked the objects, and grain rewards were presented directly beside the correct objects. Acquisition was rapid, with the birds reaching a criterion of 80% correct choices within less than 150 trials. There was evidence that more than 200 objects were remembered individually over 3 months. Pigeons transferred the discrimination of spherical/nonspherical objects to novel objects. The criteria by which the birds judged the sphericity of objects seemed to be similar to those applied by humans. They could apply the categorization in a relational manner and generalize it to apply to photographs and drawings of objects. The categorization competence was retained for at least 3 months. 相似文献