Korean Journal of Cognitive Science (인지과학)

The Korean Society for Cognitive Science (한국인지과학회)
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The effects of attribute alignment on category learning

속성간의 대응이 범주학습에 미치는 효과

  • Published : 2001.12.01
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Abstract

Kaplan(2000) reported that instances were categorized more accurate in the aligned condition than in the non-aligned condition irrespective of similarity between instances[16]. This study investigated wether Kaplan(2000)\\`s results could be explained by stimulus types she used and alignment effects in categorization were due to selective attention to aligned attributes. In Experiment 1. I examined whether attribute alignment produced significant effects on similarity and categorization and aligned attributes were recalled more than non-aligned ones. Results showed that instances were rated more similar and categories were learned more rapidly in the aligned condition than in the non-aligned condition. It can be explained that categories are learned rapidly in the aligned condition because attribute alignment increases within-category similarity. But. the result that aligned attributes were recalled more than non-aliened ones in the attribute recall test implies that alignment effects in categorization can be independent of similarity between instances partially. In Experiment 2. I used equal numbed of attributes defining two categories and instructed subjects to pay their attention to categorization-relevant dimensions only. Results showed that dimension instruction facilitated category learning in the non-aligned condition only but categories were learned more rapidly in the aligned condition than in the non-aliened condition irrespective of instruction types. In conclusion. attribute alignment in categorization may facilitate paying selective attention to categorization-relevant attributes.

Kaplan(2000)은 유사성에서 동일하더라도 대응조건의 사례들이 더 정확하게 범주화된다는 결과를 보고하였다. 이 연구는 Kaplan(2000)의 결과가 연구에서 언어자극이 사용되었기 때문인지를 검토하고 대응효과가 속성에 대한 선택적 주의의 결과인지를 밝히고자 하였다[16]. 실험 1에서는 속성간의 대응이 유사성과 범주화에 모두 영향을 미치는지 그리고 대응되어 있는 속성들이 더 잘 기억되는지를 검토하였다. 그 결과에 따르면 공유속성의 수가 동일하더라도 속성이 대응되어 있으면 자극들이 더 유사하게 평정되었고 범주도 더 빠르고 정화하게 학습되었다. 이러한 결과는 속성간의 대응이 범주내 유사성을 높여 범주학습을 용이하게 하였기 때문이라고 해석될 수 있지만 속성회상검사에서 대응되어 있는 속성이 더 많이 회상된 결과를 볼 때 대응효과가 반드시 유사성에 의존한다고 보기 어렵다. 실험 2에서는 대응효과가 속성에 대한 선택적 주의의 결과인지를 살펴보기 위해 대응범주와 비 대응범주를 정의하는 속성의 수를 동일하게 통제하고 범주화에 적절한 속성에만 주의를 기울이도록 지시하였다. 그 결과를 보면 지시조건과 무관하게 비 대응조건보다 대응조건에서 범주가 더 빨리 학습되었지만 비 대응조건에서는 범주화에 적절한 속성에 주의를 기울이도록 지시한 조건에서 범주가 더 빨리 학습되었고 판단시간도 더 빨랐다. 결론적으로 범주화에서 대응은 범주화에 적절한 차원에 선택적 주의를 하는 과정을 촉진하는 것으로 보인다.

Keywords

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