A dimensional summation account of polymorphous category learning

Abstract Polymorphous concepts are hard to learn, and this is perhaps surprising because they, like many natural concepts, have an overall similarity structure. However, the dimensional summation hypothesis (Milton and Wills Journal of Experimental Psychology: Learning, Memory and Cognition, 30, 407...
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Gespeichert in:

Autor*in:	Wills, Andy J. [verfasserIn] Ellett, Lyn [verfasserIn] Milton, Fraser [verfasserIn] Croft, Gareth [verfasserIn] Beesley, Tom [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2020

Schlagwörter:	Categorization Overall similarity Family resemblance Dual-process theory

Übergeordnetes Werk:	Enthalten in: Animal learning & behavior - New York, NY : Springer, 1973, 48(2020), 1 vom: März, Seite 66-83
Übergeordnetes Werk:	volume:48 ; year:2020 ; number:1 ; month:03 ; pages:66-83

Links:	Volltext

DOI / URN:	10.3758/s13420-020-00409-6

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520			\|a Abstract Polymorphous concepts are hard to learn, and this is perhaps surprising because they, like many natural concepts, have an overall similarity structure. However, the dimensional summation hypothesis (Milton and Wills Journal of Experimental Psychology: Learning, Memory and Cognition, 30, 407–415 2004) predicts this difficulty. It also makes a number of other predictions about polymorphous concept formation, which are tested here. In Experiment 4, we confirm the theory’s prediction that polymorphous concept formation should be facilitated by deterministic pretraining on the constituent features of the stimulus. This facilitation is relative to an equivalent amount of training on the polymorphous concept itself. In further experiments, we compare the predictions of the dimensional summation hypothesis with a more general strategic account (Experiment 2), a seriality of training account (Experiment 3), a stimulus decomposition account (also Experiment 3), and an error-based account (Experiment 4). The dimensional summation hypothesis provides the best account of these data. In Experiment 5, a further prediction is confirmed—the single feature pretraining effect is eliminated by a concurrent counting task. The current experiments suggest the hypothesis that natural concepts might be acquired by the deliberate serial summation of evidence. This idea has testable implications for classroom learning.
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spelling	10.3758/s13420-020-00409-6 doi (DE-627)SPR039147983 (DE-599)SPRs13420-020-00409-6-e (SPR)s13420-020-00409-6-e DE-627 ger DE-627 rakwb eng 590 150 570 ASE Wills, Andy J. verfasserin aut A dimensional summation account of polymorphous category learning 2020 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract Polymorphous concepts are hard to learn, and this is perhaps surprising because they, like many natural concepts, have an overall similarity structure. However, the dimensional summation hypothesis (Milton and Wills Journal of Experimental Psychology: Learning, Memory and Cognition, 30, 407–415 2004) predicts this difficulty. It also makes a number of other predictions about polymorphous concept formation, which are tested here. In Experiment 4, we confirm the theory’s prediction that polymorphous concept formation should be facilitated by deterministic pretraining on the constituent features of the stimulus. This facilitation is relative to an equivalent amount of training on the polymorphous concept itself. In further experiments, we compare the predictions of the dimensional summation hypothesis with a more general strategic account (Experiment 2), a seriality of training account (Experiment 3), a stimulus decomposition account (also Experiment 3), and an error-based account (Experiment 4). The dimensional summation hypothesis provides the best account of these data. In Experiment 5, a further prediction is confirmed—the single feature pretraining effect is eliminated by a concurrent counting task. The current experiments suggest the hypothesis that natural concepts might be acquired by the deliberate serial summation of evidence. This idea has testable implications for classroom learning. Categorization (dpeaa)DE-He213 Overall similarity (dpeaa)DE-He213 Family resemblance (dpeaa)DE-He213 Dual-process theory (dpeaa)DE-He213 Ellett, Lyn verfasserin aut Milton, Fraser verfasserin aut Croft, Gareth verfasserin aut Beesley, Tom verfasserin aut Enthalten in Animal learning & behavior New York, NY : Springer, 1973 48(2020), 1 vom: März, Seite 66-83 (DE-627)499544889 (DE-600)2201758-6 1532-5830 nnns volume:48 year:2020 number:1 month:03 pages:66-83 https://dx.doi.org/10.3758/s13420-020-00409-6 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OLC-PHA GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_120 GBV_ILN_138 GBV_ILN_152 GBV_ILN_161 GBV_ILN_171 GBV_ILN_187 GBV_ILN_224 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 AR 48 2020 1 03 66-83
allfields_unstemmed	10.3758/s13420-020-00409-6 doi (DE-627)SPR039147983 (DE-599)SPRs13420-020-00409-6-e (SPR)s13420-020-00409-6-e DE-627 ger DE-627 rakwb eng 590 150 570 ASE Wills, Andy J. verfasserin aut A dimensional summation account of polymorphous category learning 2020 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract Polymorphous concepts are hard to learn, and this is perhaps surprising because they, like many natural concepts, have an overall similarity structure. However, the dimensional summation hypothesis (Milton and Wills Journal of Experimental Psychology: Learning, Memory and Cognition, 30, 407–415 2004) predicts this difficulty. It also makes a number of other predictions about polymorphous concept formation, which are tested here. In Experiment 4, we confirm the theory’s prediction that polymorphous concept formation should be facilitated by deterministic pretraining on the constituent features of the stimulus. This facilitation is relative to an equivalent amount of training on the polymorphous concept itself. In further experiments, we compare the predictions of the dimensional summation hypothesis with a more general strategic account (Experiment 2), a seriality of training account (Experiment 3), a stimulus decomposition account (also Experiment 3), and an error-based account (Experiment 4). The dimensional summation hypothesis provides the best account of these data. In Experiment 5, a further prediction is confirmed—the single feature pretraining effect is eliminated by a concurrent counting task. The current experiments suggest the hypothesis that natural concepts might be acquired by the deliberate serial summation of evidence. This idea has testable implications for classroom learning. Categorization (dpeaa)DE-He213 Overall similarity (dpeaa)DE-He213 Family resemblance (dpeaa)DE-He213 Dual-process theory (dpeaa)DE-He213 Ellett, Lyn verfasserin aut Milton, Fraser verfasserin aut Croft, Gareth verfasserin aut Beesley, Tom verfasserin aut Enthalten in Animal learning & behavior New York, NY : Springer, 1973 48(2020), 1 vom: März, Seite 66-83 (DE-627)499544889 (DE-600)2201758-6 1532-5830 nnns volume:48 year:2020 number:1 month:03 pages:66-83 https://dx.doi.org/10.3758/s13420-020-00409-6 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OLC-PHA GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_120 GBV_ILN_138 GBV_ILN_152 GBV_ILN_161 GBV_ILN_171 GBV_ILN_187 GBV_ILN_224 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 AR 48 2020 1 03 66-83
allfieldsGer	10.3758/s13420-020-00409-6 doi (DE-627)SPR039147983 (DE-599)SPRs13420-020-00409-6-e (SPR)s13420-020-00409-6-e DE-627 ger DE-627 rakwb eng 590 150 570 ASE Wills, Andy J. verfasserin aut A dimensional summation account of polymorphous category learning 2020 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract Polymorphous concepts are hard to learn, and this is perhaps surprising because they, like many natural concepts, have an overall similarity structure. However, the dimensional summation hypothesis (Milton and Wills Journal of Experimental Psychology: Learning, Memory and Cognition, 30, 407–415 2004) predicts this difficulty. It also makes a number of other predictions about polymorphous concept formation, which are tested here. In Experiment 4, we confirm the theory’s prediction that polymorphous concept formation should be facilitated by deterministic pretraining on the constituent features of the stimulus. This facilitation is relative to an equivalent amount of training on the polymorphous concept itself. In further experiments, we compare the predictions of the dimensional summation hypothesis with a more general strategic account (Experiment 2), a seriality of training account (Experiment 3), a stimulus decomposition account (also Experiment 3), and an error-based account (Experiment 4). The dimensional summation hypothesis provides the best account of these data. In Experiment 5, a further prediction is confirmed—the single feature pretraining effect is eliminated by a concurrent counting task. The current experiments suggest the hypothesis that natural concepts might be acquired by the deliberate serial summation of evidence. This idea has testable implications for classroom learning. Categorization (dpeaa)DE-He213 Overall similarity (dpeaa)DE-He213 Family resemblance (dpeaa)DE-He213 Dual-process theory (dpeaa)DE-He213 Ellett, Lyn verfasserin aut Milton, Fraser verfasserin aut Croft, Gareth verfasserin aut Beesley, Tom verfasserin aut Enthalten in Animal learning & behavior New York, NY : Springer, 1973 48(2020), 1 vom: März, Seite 66-83 (DE-627)499544889 (DE-600)2201758-6 1532-5830 nnns volume:48 year:2020 number:1 month:03 pages:66-83 https://dx.doi.org/10.3758/s13420-020-00409-6 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OLC-PHA GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_120 GBV_ILN_138 GBV_ILN_152 GBV_ILN_161 GBV_ILN_171 GBV_ILN_187 GBV_ILN_224 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 AR 48 2020 1 03 66-83
allfieldsSound	10.3758/s13420-020-00409-6 doi (DE-627)SPR039147983 (DE-599)SPRs13420-020-00409-6-e (SPR)s13420-020-00409-6-e DE-627 ger DE-627 rakwb eng 590 150 570 ASE Wills, Andy J. verfasserin aut A dimensional summation account of polymorphous category learning 2020 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract Polymorphous concepts are hard to learn, and this is perhaps surprising because they, like many natural concepts, have an overall similarity structure. However, the dimensional summation hypothesis (Milton and Wills Journal of Experimental Psychology: Learning, Memory and Cognition, 30, 407–415 2004) predicts this difficulty. It also makes a number of other predictions about polymorphous concept formation, which are tested here. In Experiment 4, we confirm the theory’s prediction that polymorphous concept formation should be facilitated by deterministic pretraining on the constituent features of the stimulus. This facilitation is relative to an equivalent amount of training on the polymorphous concept itself. In further experiments, we compare the predictions of the dimensional summation hypothesis with a more general strategic account (Experiment 2), a seriality of training account (Experiment 3), a stimulus decomposition account (also Experiment 3), and an error-based account (Experiment 4). The dimensional summation hypothesis provides the best account of these data. In Experiment 5, a further prediction is confirmed—the single feature pretraining effect is eliminated by a concurrent counting task. The current experiments suggest the hypothesis that natural concepts might be acquired by the deliberate serial summation of evidence. This idea has testable implications for classroom learning. Categorization (dpeaa)DE-He213 Overall similarity (dpeaa)DE-He213 Family resemblance (dpeaa)DE-He213 Dual-process theory (dpeaa)DE-He213 Ellett, Lyn verfasserin aut Milton, Fraser verfasserin aut Croft, Gareth verfasserin aut Beesley, Tom verfasserin aut Enthalten in Animal learning & behavior New York, NY : Springer, 1973 48(2020), 1 vom: März, Seite 66-83 (DE-627)499544889 (DE-600)2201758-6 1532-5830 nnns volume:48 year:2020 number:1 month:03 pages:66-83 https://dx.doi.org/10.3758/s13420-020-00409-6 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OLC-PHA GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_120 GBV_ILN_138 GBV_ILN_152 GBV_ILN_161 GBV_ILN_171 GBV_ILN_187 GBV_ILN_224 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 AR 48 2020 1 03 66-83
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source	Enthalten in Animal learning & behavior 48(2020), 1 vom: März, Seite 66-83 volume:48 year:2020 number:1 month:03 pages:66-83
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author	Wills, Andy J.
spellingShingle	Wills, Andy J. ddc 590 misc Categorization misc Overall similarity misc Family resemblance misc Dual-process theory A dimensional summation account of polymorphous category learning
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topic_title	590 150 570 ASE A dimensional summation account of polymorphous category learning Categorization (dpeaa)DE-He213 Overall similarity (dpeaa)DE-He213 Family resemblance (dpeaa)DE-He213 Dual-process theory (dpeaa)DE-He213
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title	A dimensional summation account of polymorphous category learning
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title_sort	dimensional summation account of polymorphous category learning
title_auth	A dimensional summation account of polymorphous category learning
abstract	Abstract Polymorphous concepts are hard to learn, and this is perhaps surprising because they, like many natural concepts, have an overall similarity structure. However, the dimensional summation hypothesis (Milton and Wills Journal of Experimental Psychology: Learning, Memory and Cognition, 30, 407–415 2004) predicts this difficulty. It also makes a number of other predictions about polymorphous concept formation, which are tested here. In Experiment 4, we confirm the theory’s prediction that polymorphous concept formation should be facilitated by deterministic pretraining on the constituent features of the stimulus. This facilitation is relative to an equivalent amount of training on the polymorphous concept itself. In further experiments, we compare the predictions of the dimensional summation hypothesis with a more general strategic account (Experiment 2), a seriality of training account (Experiment 3), a stimulus decomposition account (also Experiment 3), and an error-based account (Experiment 4). The dimensional summation hypothesis provides the best account of these data. In Experiment 5, a further prediction is confirmed—the single feature pretraining effect is eliminated by a concurrent counting task. The current experiments suggest the hypothesis that natural concepts might be acquired by the deliberate serial summation of evidence. This idea has testable implications for classroom learning.
abstractGer	Abstract Polymorphous concepts are hard to learn, and this is perhaps surprising because they, like many natural concepts, have an overall similarity structure. However, the dimensional summation hypothesis (Milton and Wills Journal of Experimental Psychology: Learning, Memory and Cognition, 30, 407–415 2004) predicts this difficulty. It also makes a number of other predictions about polymorphous concept formation, which are tested here. In Experiment 4, we confirm the theory’s prediction that polymorphous concept formation should be facilitated by deterministic pretraining on the constituent features of the stimulus. This facilitation is relative to an equivalent amount of training on the polymorphous concept itself. In further experiments, we compare the predictions of the dimensional summation hypothesis with a more general strategic account (Experiment 2), a seriality of training account (Experiment 3), a stimulus decomposition account (also Experiment 3), and an error-based account (Experiment 4). The dimensional summation hypothesis provides the best account of these data. In Experiment 5, a further prediction is confirmed—the single feature pretraining effect is eliminated by a concurrent counting task. The current experiments suggest the hypothesis that natural concepts might be acquired by the deliberate serial summation of evidence. This idea has testable implications for classroom learning.
abstract_unstemmed	Abstract Polymorphous concepts are hard to learn, and this is perhaps surprising because they, like many natural concepts, have an overall similarity structure. However, the dimensional summation hypothesis (Milton and Wills Journal of Experimental Psychology: Learning, Memory and Cognition, 30, 407–415 2004) predicts this difficulty. It also makes a number of other predictions about polymorphous concept formation, which are tested here. In Experiment 4, we confirm the theory’s prediction that polymorphous concept formation should be facilitated by deterministic pretraining on the constituent features of the stimulus. This facilitation is relative to an equivalent amount of training on the polymorphous concept itself. In further experiments, we compare the predictions of the dimensional summation hypothesis with a more general strategic account (Experiment 2), a seriality of training account (Experiment 3), a stimulus decomposition account (also Experiment 3), and an error-based account (Experiment 4). The dimensional summation hypothesis provides the best account of these data. In Experiment 5, a further prediction is confirmed—the single feature pretraining effect is eliminated by a concurrent counting task. The current experiments suggest the hypothesis that natural concepts might be acquired by the deliberate serial summation of evidence. This idea has testable implications for classroom learning.
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title_short	A dimensional summation account of polymorphous category learning
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