The indirect modification of categorical knowledge

Donald Homa, David Rogers, Matthew E. Lancaster

Research output: Contribution to journalArticle

Abstract

The present study investigated whether the later learning of a category could affect the representation of other categories learned previously. Participants initially learned two or three categories, where each stimulus was composed of features that were distinctive to a category, shared with one or both of the other categories, or were idiosyncratic. When two categories were initially learned, a subsequent learning phase involved the learning of a third category that either shared distinctive features with categories learned previously, thereby discounting those features as diagnostic or was composed of features unrelated to the original categories. A common transfer test contained old, new, and prototype stimuli for classification, as well as critical items that revealed whether discounting of previously diagnostic features had occurred. The results revealed that stimuli assigned to a particular category in the two-category condition were assigned to the third category learned subsequently when the later learning discounted previously diagnostic features. These results suggest that later learning of a category can indirectly modify the representation of categories learned previously.

Original languageEnglish (US)
Pages (from-to)219-227
Number of pages9
JournalPsychonomic Bulletin and Review
Volume22
Issue number1
DOIs
StatePublished - 2014

Fingerprint

Learning
Categorical

Keywords

  • Categorization
  • Concepts and categories
  • Memory
  • Similarity

ASJC Scopus subject areas

  • Experimental and Cognitive Psychology
  • Arts and Humanities (miscellaneous)
  • Developmental and Educational Psychology

Cite this

The indirect modification of categorical knowledge. / Homa, Donald; Rogers, David; Lancaster, Matthew E.

In: Psychonomic Bulletin and Review, Vol. 22, No. 1, 2014, p. 219-227.

Research output: Contribution to journalArticle

Homa, Donald ; Rogers, David ; Lancaster, Matthew E. / The indirect modification of categorical knowledge. In: Psychonomic Bulletin and Review. 2014 ; Vol. 22, No. 1. pp. 219-227.
@article{0735b8448ccd4f80ae835a9900ea2d67,
title = "The indirect modification of categorical knowledge",
abstract = "The present study investigated whether the later learning of a category could affect the representation of other categories learned previously. Participants initially learned two or three categories, where each stimulus was composed of features that were distinctive to a category, shared with one or both of the other categories, or were idiosyncratic. When two categories were initially learned, a subsequent learning phase involved the learning of a third category that either shared distinctive features with categories learned previously, thereby discounting those features as diagnostic or was composed of features unrelated to the original categories. A common transfer test contained old, new, and prototype stimuli for classification, as well as critical items that revealed whether discounting of previously diagnostic features had occurred. The results revealed that stimuli assigned to a particular category in the two-category condition were assigned to the third category learned subsequently when the later learning discounted previously diagnostic features. These results suggest that later learning of a category can indirectly modify the representation of categories learned previously.",
keywords = "Categorization, Concepts and categories, Memory, Similarity",
author = "Donald Homa and David Rogers and Lancaster, {Matthew E.}",
year = "2014",
doi = "10.3758/s13423-014-0662-x",
language = "English (US)",
volume = "22",
pages = "219--227",
journal = "Psychonomic Bulletin and Review",
issn = "1069-9384",
publisher = "Springer New York",
number = "1",

}

TY - JOUR

T1 - The indirect modification of categorical knowledge

AU - Homa, Donald

AU - Rogers, David

AU - Lancaster, Matthew E.

PY - 2014

Y1 - 2014

N2 - The present study investigated whether the later learning of a category could affect the representation of other categories learned previously. Participants initially learned two or three categories, where each stimulus was composed of features that were distinctive to a category, shared with one or both of the other categories, or were idiosyncratic. When two categories were initially learned, a subsequent learning phase involved the learning of a third category that either shared distinctive features with categories learned previously, thereby discounting those features as diagnostic or was composed of features unrelated to the original categories. A common transfer test contained old, new, and prototype stimuli for classification, as well as critical items that revealed whether discounting of previously diagnostic features had occurred. The results revealed that stimuli assigned to a particular category in the two-category condition were assigned to the third category learned subsequently when the later learning discounted previously diagnostic features. These results suggest that later learning of a category can indirectly modify the representation of categories learned previously.

AB - The present study investigated whether the later learning of a category could affect the representation of other categories learned previously. Participants initially learned two or three categories, where each stimulus was composed of features that were distinctive to a category, shared with one or both of the other categories, or were idiosyncratic. When two categories were initially learned, a subsequent learning phase involved the learning of a third category that either shared distinctive features with categories learned previously, thereby discounting those features as diagnostic or was composed of features unrelated to the original categories. A common transfer test contained old, new, and prototype stimuli for classification, as well as critical items that revealed whether discounting of previously diagnostic features had occurred. The results revealed that stimuli assigned to a particular category in the two-category condition were assigned to the third category learned subsequently when the later learning discounted previously diagnostic features. These results suggest that later learning of a category can indirectly modify the representation of categories learned previously.

KW - Categorization

KW - Concepts and categories

KW - Memory

KW - Similarity

UR - http://www.scopus.com/inward/record.url?scp=84939897375&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84939897375&partnerID=8YFLogxK

U2 - 10.3758/s13423-014-0662-x

DO - 10.3758/s13423-014-0662-x

M3 - Article

C2 - 24838308

AN - SCOPUS:84939897375

VL - 22

SP - 219

EP - 227

JO - Psychonomic Bulletin and Review

JF - Psychonomic Bulletin and Review

SN - 1069-9384

IS - 1

ER -