Effects of adherence to generation rules on conceptual judgments

Bersted, Chris T.; Evans, Selby H.

doi:10.3758/bf03332471

Cited by 5 publications

(5 citation statements)

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“…The most likely explanation of this is that different-class problems were sufficiently easy that the subject merely made a simple discrimination by responding to the largest feature difference (certainly, that was so for visual different-class pairs; the mean for all three age groups was 5.6 correct out of a maximum 6). Bersted and Evans (1970) have obtained similar results with adult subjects. The relation between classification decisions and pattern characteristics was examined intermodally and developmentally in another way.…”

Section: Response To Individual Patternssupporting

confidence: 71%

“…The application of a feature list or rule (prototype) would be expected to be more difficult for patterns in which the features are presented successively (e.g., auditory patterns) rather than simultaneously (e.g., visual patterns), and such was the case. Problems involving the classification of patterns from different classes apparently require only a simple discrimination on the basis of a single attribute (Bersted & Evans, 1970); others (Brown & Dansereau, 1970) have discussed this process in terms of a threshold model.…”

Section: Discussionmentioning

confidence: 99%

“…Psychophysical analyses were used to determine whether classification accuracy was related to the physical characteristics of individual patterns in the same way across ages and modalities. Because the accuracy analyses had indicated that performance varied according to whether pattern pair members belonged to the same or to different classes, and there is evidence from other studies that subjects do deal differently with same-class and different-class patterns (Brown & Dansereau, 1970;Bersted & Evans, 1970;, the psychophysical analyses were run separately for same-class and different-class problems.…”

Section: Response To Individual Patternsmentioning

confidence: 99%

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Development of pattern classification: Auditory-visual equivalence in the use of prototypes.

Williams

Aiken

1977

Developmental Psychology

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Development of the relation between skills of visual and auditory pattern classification was studied at the Grade 2, Grade 6, and adult age levels using visual and auditory representations of the same abstract information. Subjects were required to say whether the two patterns in each intramodal problem came from the same class. The questions of interest were whether pattern structure is processed independently of presentation modality and whether there is change or continuity with development in the use of visual and auditory pattern characteristics in classification. The results provide evidence of common processing of pattern class structure for the modalities, patterns, prototypes, and age range studied.

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Section: Response To Individual Patternssupporting

confidence: 71%

Section: Discussionmentioning

confidence: 99%

Section: Response To Individual Patternsmentioning

confidence: 99%

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Development of pattern classification: Auditory-visual equivalence in the use of prototypes.

Williams

Aiken

1977

Developmental Psychology

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“…In both experiments, familiarization with the prototype representing the central tendency decreased errors on the paired-associate task. Bersted and Evans (1970) in a test of adherence to generation rules on conceptual judgments, found that subjects at least partially respond to learned attributes, but that these attributes are not well distinguished as defining separate classes. Ellis and Daniel (1971) conducted an experiment for verbal processes in long-term stimulus-recognition memory.…”

Section: Pattern Quantificationmentioning

confidence: 99%

Schema Learning Theory: An Approach to Perceptual Learning

Milligan

1979

Review of Educational Research

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IntroductionThis paper presents a comprehensive review of schema theory as a viable area of educational research within perceptual learning theory. A perspective of the topic will be maintained by delimiting the discussion to five major subtopics within schema learning. This paper will cover (1) an explanation of schema theory with its background and development, (2) theoretical approaches to schema theory which will serve as an overview of the remaining areas of discussion, (3) pattern classification approaches, (4) the pattern quantification approach, (5) the quantified pattern feature approach which represents an attempt to combine the pattern classification and quantification approaches. Included within this last approach is the spatial and feature analysis models, which represent an attempt to apply a different methodology to the above approaches by extending the concept of psychological distance to stimulus properties. Finally, this paper will make some concluding remarks concerning the utility of schema learning research applied to perceptual learning, and culture-free measures of learning ability. The emphasis of this paper is upon current research identifying future trends which appear in the literature.The basic idea of the schema was first introduced by Bartlett (1932) in accounting for changes in memory over time as tending to be more approximate to the familiar. Bartlett viewed experience as being mediated in some form by the effects of organization derived from the experience which acts to organize further experiences. Woodworth (1938) refined and clarified this concept of schema when he noted that configurations of new experiences are remembered in terms of a schema with the addition of a correction factor. People tend to classify new stimulus objects in the environment into general classes and then specify the exception or correction of the object in relation to that classificatory schema. Attneave (1957) concluded from the work of Woodworth that this represented a view of schema as consisting, "at least in part of some representation of the central tendency or communality of the class of objects in question" (p. 454).at UQ Library on June 21, 2015 http://rer.aera.net Downloaded from

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“…The latter data contained some indications that judgments between clusters were not derived from the same physical dimensions as were judgments within clusters. Furthermore, Bersted and Evans (1970) showed that the perceived similarity of patterns arising from different classes was a negative function of the distances X;X 0 and YiY c of elements from their own cluster centroids. Fenker (1972) discussed several studies in which the distance-from-centroid parameters of patterns influenced their perceived similarity.…”

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confidence: 99%

Class structure in the biasing of perceived pattern similarity.

Aiken

Fenker²,

Evans³

1974

Journal of Experimental Psychology

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Current judgment models underlying multidimensional scaling assume that perceived interstimulus proximity is determined solely by intradimensional differences between stimuli, independent of context effects. Class structure represents a context effect, with class centroids constituting multidimensional anchors within a configuration. The dependence of proximity judgments on class structure was examined to test the appropriateness of the multidimensional scaling (MDS) judgment model for configurations containing element clusters. Stimuli were multidimensional patterns generated to form two classes. Feature usage in judgments of intraclass similarity differed markedly from that in interclass similarity judgments. Moreover, the perceived similarities of 90 between-class pairs were in part determined by the distances of the pair members from class centroids, as well as by intradimensional differences. The partial context dependence of subjective proximity estimates suggests a source of incompleteness of the current MDS judgment model as applied to class structured events.

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Effects of adherence to generation rules on conceptual judgments

Cited by 5 publications

References 5 publications

Development of pattern classification: Auditory-visual equivalence in the use of prototypes.

Development of pattern classification: Auditory-visual equivalence in the use of prototypes.

Schema Learning Theory: An Approach to Perceptual Learning

Class structure in the biasing of perceived pattern similarity.

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