What's behind Different Kinds of Kinds: Effects of Statistical Density on Learning and Representation of Categories
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| Title: | What's behind Different Kinds of Kinds: Effects of Statistical Density on Learning and Representation of Categories |
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| Language: | English |
| Authors: | Kloos, Heidi, Sloutsky, Vladimir M. |
| Source: | Journal of Experimental Psychology: General. Feb 2008 137(1):52-72. |
| Availability: | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 21 |
| Publication Date: | 2008 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education |
| Descriptors: | Classification, Experiments, Children |
| ISSN: | 0096-3445 |
| Abstract: | This research examined how differences in category structure affect category learning and category representation across points of development. The authors specifically focused on category density--or the proportion of category-relevant variance to the total variance. Results of Experiments 1-3 showed a clear dissociation between dense and sparse categories: Whereas dense categories were readily learned without supervision, learning of sparse categories required supervision. There were also developmental differences in how statistical density affected category representation. Although children represented both dense and sparse categories on the basis of the overall similarity (Experiment 4A), adults represented dense categories on the basis of similarity and represented sparse categories on the basis of the inclusion rule (Experiment 4B). The results support the notion that statistical structure interacts with the learning regime in their effects on category learning. In addition, these results elucidate important developmental differences in how categories are represented, which presents interesting challenges for theories of categorization. |
| Abstractor: | Author |
| Entry Date: | 2008 |
| Access URL: | https://content.apa.org/journals/xge/137/1/52 |
| Accession Number: | EJ784786 |
| Database: | ERIC |
| Abstract: | This research examined how differences in category structure affect category learning and category representation across points of development. The authors specifically focused on category density--or the proportion of category-relevant variance to the total variance. Results of Experiments 1-3 showed a clear dissociation between dense and sparse categories: Whereas dense categories were readily learned without supervision, learning of sparse categories required supervision. There were also developmental differences in how statistical density affected category representation. Although children represented both dense and sparse categories on the basis of the overall similarity (Experiment 4A), adults represented dense categories on the basis of similarity and represented sparse categories on the basis of the inclusion rule (Experiment 4B). The results support the notion that statistical structure interacts with the learning regime in their effects on category learning. In addition, these results elucidate important developmental differences in how categories are represented, which presents interesting challenges for theories of categorization. |
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| ISSN: | 0096-3445 |
