Prior knowledge enhances the category dimensionality effect.
A study of the combined influence of prior knowledge and stimulus dimensionality on category learning was conducted. Subjects learned category structures with the same number of necessary dimensions but with more or fewer additional, redundant dimensions and with either knowledge-related or knowledge-unrelated features. Minimal-learning models predict that all subjects, regardless of condition, either should learn the same number of dimensions or should respond more slowly to each dimension. Despite similar learning rates and response times, subjects learned more features in the high-dimensional than in the low-dimensional condition. Furthermore, prior knowledge interacted with dimensionality, increasing what was learned, especially in the high-dimensional case. A second experiment confirmed that the participants did, in fact, learn more features during the training phase, rather than simply inferring them at test. These effects can be explained by direct associations among features (representing prior knowledge), combined with feedback between features and the category label, as was shown by simulations of the knowledge resonance, or KRES, model of category learning.
Hoffman
Aaron B
AB
New York University, New York, New York, USA. aaron.hoffman@mail.utexas.edu
Harris
Harlan D
HD
Murphy
Gregory L
GL
D001245:Association Learning; D003210:Concept Formation; D003463:Cues; D006801:Humans; D007721:Knowledge of Results, Psychological; D011939:Mental Recall; D011340:Problem Solving; D011930:Reaction Time; D012660:Semantics; D014706:Verbal Learning