title: Learning to classify integral-dimension stimuli.
abstract: The authors tested 288 participants in the classic category-learning tasks introduced by Shepard, Hovland, and Jenkins (1961). However, separable-dimension stimuli were used in previous tests, whereas integral-dimension stimuli were used in the present study. In contrast to previous results, which showed a superiority for Problem Type II over Problem Types III, IV, and V, the reverse pattern was observed in the present research. This result confirms a fundamental prediction made by modern exemplar-based models of classification learning. The results are interpreted in terms of the extent to which selective-attention learning mechanisms operate when separable-dimension versus integral-dimension stimuli are used.
authors.affiliation: Department of Psychology, Indiana University, 47405, Bloomington, IN, nosofsky@indiana.edu.
authors.forename: R M
authors.initials: RM
authors.lastname: Nosofsky
authors.forename: T J
authors.initials: TJ
authors.lastname: Palmeri