The locus of knowledge effects in concept learning.

Murphy, Gregory L.; Allopenna, Paul D.

doi:10.1037/0278-7393.20.4.904

Cited by 129 publications

(223 citation statements)

References 21 publications

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“…Four dimensions were rote and four were knowledge dimensions, based on those from Murphy and Allopenna (1994). Table 1 (where dimensions 1 to 8 apply to this experiment) provides a full list.…”

Section: Methodsmentioning

confidence: 99%

Blocking in category learning.

Bott¹,

Hoffman²,

Murphy³

2007

Journal of Experimental Psychology: General

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Many theories of category learning assume that learning is driven by a need to minimize classification error. When there is no classification error, therefore, learning of individual features should be negligible. We tested this hypothesis by conducting three category learning experiments adapted from an associative learning blocking paradigm. Contrary to an error-driven account of learning, participants learned a wide range of information when they learned about categories, and blocking effects were difficult to obtain. Conversely, when participants learned to predict an outcome in a task with the same formal structure and materials, blocking effects were robust and followed the predictions of error-driven learning. We discuss our findings in relation to models of category learning and the usefulness of category knowledge in the environment.

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Section: Methodsmentioning

confidence: 99%

Blocking in category learning.

Bott¹,

Hoffman²,

Murphy³

2007

Journal of Experimental Psychology: General

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“…En algunos casos el concepto puede hacer el procesamiento más eficiente. Por ejemplo, durante el aprendizaje de un concepto nuevo, el hecho de poseer un concepto previo relacionado lo hace más fácil de aprender (Clapper, 2007;Hoffman, Harris & Murphy, 2008;Kaplan & Murphy, 2000;Murphy & Allopenna, 1994). Sin embargo, y al mismo tiempo, poseer un concepto puede introducir errores o sesgos (e.g., Elischberger, 2005).…”

Section: Los Estereotipos De Género Como Conceptosunclassified

La Edad Se Correlaciona Directamente con la Fuerza de los Estereotipos de Género: Evidencia Obtenida en una Tarea de Memoria de Reconocimiento

Chaigneau

2012

Psykhe (Santiago)

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Varias teorías predicen una correlación directa entre edad y estereotipos. Sin embargo, los estudios que muestran este efecto típicamente comparan adultos mayores (> 55-60 años) con adultos jóvenes. Por contraste, en el estudio que se reporta participaron 79 individuos de 18 a 60 años de nivel socioeconómico alto, alumnos y profesores de una universidad privada en Santiago de Chile que respondieron a una invitación masiva. El trabajo se enfoca en los estereotipos de género, preguntando si los adultos medios (≈ 40 años) también muestran un nivel más elevado de estereotipos que los jóvenes. Se utilizó una tarea de memoria en la que los participantes leían listas de oraciones que describían a hombres y mujeres realizando actividades estereotipadas y neutras, y debían luego reconocerlas en listas que incluían además oraciones distractoras. Los datos se analizaron con ANOVAs mixtos, revelando que la muestra como un todo exhibía un mejor rendimiento de memoria para estímulos estereotipados para género que para estímulos neutros y que, como se predijo, los adultos medios mostraron un efecto casi 2 veces mayor que los jóvenes.Palabras clave: estereotipos, género, memoria, conceptos Several theories predict a direct correlation between age and stereotypes. However, studies that show this effect typically compare older adults (> 55-60 years of age) with young adults. Contrastingly, in the current study participants were 79 high-SES individuals between 18 and 60 years of age, students and professors of a private university in Santiago de Chile, who responded to a mass email. The work reported here focuses on gender stereotypes and asks whether middle aged adults (≈ 40 years of age) also show a higher level of stereotypes than adolescents and young adults. A recognition memory task was used, in which participants read lists of sentences describing men and women carrying out stereotyped and neutral daily activities, and then had to recognize them intermixed with distractor sentences. Data were analyzed by mixed ANOVAs and showed that the sample as a whole exhibited a memory benefit for gender stereotyped over neutral stimuli, and that, as predicted, middle aged adults showed almost twice the memory benefit than young adults and adolescents.Keywords: stereotypes, gender, memory, concepts Existe evidencia de que los adultos tienden a usar estereotipos de género con mayor intensidad que los jóvenes (e.g., von Hippel, Silver & Lynch, 2000). Una explicación simple es que esos adultos habrían crecido en una época menos liberal que la actual y que estuvieron expuestos en un mayor grado a estereotipos. Sin embargo, si esta fuese la razón, querría decir que los estereotipos de género tenderían a desaparecer, puesto que los jóvenes de hoy llegarían a ser adultos menos estereotipados que los actuales y así sucesivamente hasta llegar a una sociedad libre de estereotipos de género. Sin embargo, la evidencia no apoya esta explicación. Quizá el Sergio E. Chaigneau O., Escuela de Psicología, Universidad Adolfo Ibáñez, Santiago, Chile.El aut...

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“…Most of the studies concerning prior knowledge effects in categorization have employed supervised learning tasks in which the learner is shown labeled examples of what is and is not in the category (Murphy & Allopenna, 1994;Pazzani, 1991;Wattenmaker et al, 1986;Wisniewski, 1995). However, people sometimes learn new categories by observing the world and noticing the different kinds of things in it without explicit instruction.…”

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The acquisition of category structure in unsupervised learning

Kaplan

Murphy

1999

Memory & Cognition

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Four experiments examined the extent to which prior knowledge influences the acquisition of category structure in unsupervised learning conditions. Prior knowledge is general knowledge about a broad domain that explains why an object has the features it does. Category structure refers to the statistical regularities of features within and across categories. Subjects viewed items and then divided them up into the categories that seemed most natural. Each item had one feature that was related to prior knowledge and five features that were not. The results showed that even this small amount of prior knowledge helped subjects to discover the category structure. In addition, prior knowledge enhanced the learning of many of the category's features, and not just the features that were directly relevant to the knowledge. The results suggest that prior knowledge may help to integrate the features of a category, thereby improving the acquisition of category structure.

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The locus of knowledge effects in concept learning.

Cited by 129 publications

References 21 publications

Blocking in category learning.

Blocking in category learning.

La Edad Se Correlaciona Directamente con la Fuerza de los Estereotipos de Género: Evidencia Obtenida en una Tarea de Memoria de Reconocimiento

The acquisition of category structure in unsupervised learning

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