Stimulus modality interacts with category structure in perceptual category learning.
Two experiments were conducted that examined information integration and rule-based category learning, using stimuli that contained auditory and visual information. The results suggest that it is easier to perceptually integrate information within these sensory modalities than across modalities. Conversely, it is easier to perform a disjunctive rule-based task when information comes from different sensory modalities, rather than from the same modality. Quantitative model-based analyses suggested that the information integration deficit for across-modality stimulus dimensions was due to an increase in the use of hypothesis-testing strategies to solve the task and to an increase in random responding. The modeling also suggested that the across-modality advantage for disjunctive, rule-based category learning was due to a greater reliance on disjunctive hypothesis-testing strategies, as opposed to unidimensional hypothesis-testing strategies and random responding.
Maddox
W Todd
WT
Department of Psychology, University of Texas, 1 University Station A8000, Austin, TX 78712, USA. maddox@psy.utexas.edu
Ing
A David
AD
Lauritzen
J Scott
JS
D001288:Attention; D001307:Auditory Perception; D003657:Decision Making; D004193:Discrimination Learning; D006801:Humans; D011930:Reaction Time; D014796:Visual Perception