【作者】 万燕华；

【导师】 邵志芳；

【作者基本信息】 华东师范大学 ， 基础心理学， 2005， 硕士

【摘要】 归类学习是个体学会将刺激放在两个或更多类别的认知过程,它不但是人类智力思维活动的中心环节之一,它同时也是构成其他更为复杂的认知任务的基本成分,因此,归类学习的心理加工过程一直倍受认知心理学家的关注,尤其是归类学习过程中人们使用何种表征策略一直是众说纷纭。从单一过程的规则表征况、原型表征说、样例表征说到非单一过程的规则——样例理论和原型——样例理论都得到了实验研究的支持,而且根据实验数据也建立了复杂的数理模型,但是至今为止仍然没有一个普遍接受的理论模型解释不同的实验结果。 本文纵览支持各种理论模型的实验,注意到这些归类研究实验使用的学习材料和测试材料存在着差异,由此假设不同的学习材料应该是有利于不同的表征策略,也正是这样才导致了不同的理论模型都得到了有关实证研究的支持。于是,本文从三个角度——学习材料的复杂性(组成维度的多少)、维度特征的区分度、学习时呈现样例的多少对这些学习材料进行了分类,使用了3个实验检验学习材料的不同特征是否会导致表征策略上的差异,分析了何种特征的材料容易引发何利。形式的表征策略。 在对三个实验的数据进行统计分析的基础上得到了以下结论:1)实验材料的不同的确会引发不同的归类表征策略,从而导致被试的学习效果存在着差异;2)归类表征策略随学习阶段不同而产生变化,归类学习开始阶段被试总是使用规则表征策略,只有在规则表征策略不能达到预期的时候,他才会重新考虑其它的表征策略,所以在归类学习材料结构不是很好的时候,规则表征策略在学习最后阶段的使用率都低于其他两种表征策略;3)被试在归类学习过程中表征策略的使用遵循理性“经济原则”,在能达到他满意的结果时,他总是选择需要脑力资源最少的那个策略。更多还原

【Abstract】 Category learning is the cognitive process by which individuals learn to place stimulus into two or more group. It is not only one of central issues of human intelligence activity, but also the basic element composing more complex cognitive task, thus, the specific cognitive processes associated with categorization have been studied extensively by cognitive psychologists, and there are different opinion on which represent strategy are used in category learning. Early theories of categorization assumed that either rules, or prototypes, or exemplars were exclusively used to mentally represent categories of object. More recently, various hybrid theories have been proposed that involve mixtures of rules and exemplars, prototypes and exemplars. They are supported by experimental research, and complex formal models have been established. However, up to now, no one recognized theory provides a better account of different experiment data.The paper reviewed previous experiment, and observed the experiment material have difference. Accordingly, it assumes that difference of experiment material lead to difference of represent strategy of categorization. Based on this assumption, various formal models are demonstrated. The present paper categorizes the study materials by three aspects of category organization: stimulus dimensionality, dimension feature diagnosticity, category size, then, three experiments are conducted to examine whether or not different character of material can induce different category representation, and asks which categorization tasks foster one kind of strategy.To summarize, across three experiments, we provide three conclusions are obtained as follows. First, it demonstrated that the variation of categorization task could lead to different kinds of representation in category, thus, resulting in different grade. Second, our results are consistent with the hypothesis that there is representational shift during category learning. Early in learning, subjects always prefer use rule-based represent strategy, only when this strategy cannot reach his expectation can subjects reconsider other strategy. Therefore, later in learning, whencategory structure is poor-defined, the frequency of rule formation used is lower than other two strategies. Finally, in category learning, the use of strategy follow rational economical principle, subjects always selects the strategy that needs minimum brain resource whenever the results is satisfied.更多还原