Categorization vs. inference: Shift in attention or representation?
2005 (English)In: Proceedings of the Twenty-Seventh Annual Conference of the Cognitive Science Society, 2005Conference paper (Refereed)
Recently it has been found that people that learn through in-ference create qualitatively different cognitive representations than those who learn through categorization. The present study addresses the question of whether the findings support-ing this claim generalize to a design where both learning tasks have a probabilistic relation between each stimulus cue and the category label. It was shown that participants in the cate-gorization condition learned faster than participants in the in-ference condition. Further, participants in the inference condi-tion did not rely on prototypical values when making one-cue categorizations. The results suggest that shifts in attention must be considered as a viable explanation of some of the re-sults in studies that investigate differences between inference and categorization.
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IdentifiersURN: urn:nbn:se:uu:diva-73982OAI: oai:DiVA.org:uu-73982DiVA: diva2:101893