Does practice in category learning increase rule use or exemplar use—or both?

Jean Pierre Thibaut, Sabine Gelaes, Gregory Murphy

Research output: Contribution to journalArticle

Abstract

Categorization research has demonstrated the use of both rules and remembered exemplars in classification, although there is disagreement over whether learners shift from one to the other or use both strategies simultaneously. Theoretical arguments can motivate predictions for both rule use and exemplar use increasing with more practice. We describe a single large experiment (n = 190) that manipulated the number of training items (category size), the number of presentations of each training item, and the similarity between the training and the transfer stimuli in order to discover when rules and exemplars are most likely to be used. Results showed that rules and exemplars both influenced classification and that exemplars were used more often with smaller categories, with more training on items, and when test items were similar to training items. There was no consistent evidence of a shift from rule-based to exemplar-based categorization with more learning. Importantly, we found a number of conditions in which rules and exemplars were both used, even within individual participants. We discuss our results in terms of hybrid models of classification.

Original languageEnglish (US)
Pages (from-to)530-543
Number of pages14
JournalMemory and Cognition
Volume46
Issue number4
DOIs
StatePublished - May 1 2018

Fingerprint

Learning
Research
Practice (Psychology)
Category Learning
Transfer (Psychology)

Keywords

  • Abstraction
  • Category learning
  • Concepts
  • Exemplars
  • Rules

ASJC Scopus subject areas

  • Neuropsychology and Physiological Psychology
  • Experimental and Cognitive Psychology
  • Arts and Humanities (miscellaneous)

Cite this

Does practice in category learning increase rule use or exemplar use—or both? / Thibaut, Jean Pierre; Gelaes, Sabine; Murphy, Gregory.

In: Memory and Cognition, Vol. 46, No. 4, 01.05.2018, p. 530-543.

Research output: Contribution to journalArticle

Thibaut, Jean Pierre ; Gelaes, Sabine ; Murphy, Gregory. / Does practice in category learning increase rule use or exemplar use—or both?. In: Memory and Cognition. 2018 ; Vol. 46, No. 4. pp. 530-543.
@article{de2b815a99a143559f29a2dd0a0cce97,
title = "Does practice in category learning increase rule use or exemplar use—or both?",
abstract = "Categorization research has demonstrated the use of both rules and remembered exemplars in classification, although there is disagreement over whether learners shift from one to the other or use both strategies simultaneously. Theoretical arguments can motivate predictions for both rule use and exemplar use increasing with more practice. We describe a single large experiment (n = 190) that manipulated the number of training items (category size), the number of presentations of each training item, and the similarity between the training and the transfer stimuli in order to discover when rules and exemplars are most likely to be used. Results showed that rules and exemplars both influenced classification and that exemplars were used more often with smaller categories, with more training on items, and when test items were similar to training items. There was no consistent evidence of a shift from rule-based to exemplar-based categorization with more learning. Importantly, we found a number of conditions in which rules and exemplars were both used, even within individual participants. We discuss our results in terms of hybrid models of classification.",
keywords = "Abstraction, Category learning, Concepts, Exemplars, Rules",
author = "Thibaut, {Jean Pierre} and Sabine Gelaes and Gregory Murphy",
year = "2018",
month = "5",
day = "1",
doi = "10.3758/s13421-017-0782-4",
language = "English (US)",
volume = "46",
pages = "530--543",
journal = "Memory and Cognition",
issn = "0090-502X",
publisher = "Springer New York",
number = "4",

}

TY - JOUR

T1 - Does practice in category learning increase rule use or exemplar use—or both?

AU - Thibaut, Jean Pierre

AU - Gelaes, Sabine

AU - Murphy, Gregory

PY - 2018/5/1

Y1 - 2018/5/1

N2 - Categorization research has demonstrated the use of both rules and remembered exemplars in classification, although there is disagreement over whether learners shift from one to the other or use both strategies simultaneously. Theoretical arguments can motivate predictions for both rule use and exemplar use increasing with more practice. We describe a single large experiment (n = 190) that manipulated the number of training items (category size), the number of presentations of each training item, and the similarity between the training and the transfer stimuli in order to discover when rules and exemplars are most likely to be used. Results showed that rules and exemplars both influenced classification and that exemplars were used more often with smaller categories, with more training on items, and when test items were similar to training items. There was no consistent evidence of a shift from rule-based to exemplar-based categorization with more learning. Importantly, we found a number of conditions in which rules and exemplars were both used, even within individual participants. We discuss our results in terms of hybrid models of classification.

AB - Categorization research has demonstrated the use of both rules and remembered exemplars in classification, although there is disagreement over whether learners shift from one to the other or use both strategies simultaneously. Theoretical arguments can motivate predictions for both rule use and exemplar use increasing with more practice. We describe a single large experiment (n = 190) that manipulated the number of training items (category size), the number of presentations of each training item, and the similarity between the training and the transfer stimuli in order to discover when rules and exemplars are most likely to be used. Results showed that rules and exemplars both influenced classification and that exemplars were used more often with smaller categories, with more training on items, and when test items were similar to training items. There was no consistent evidence of a shift from rule-based to exemplar-based categorization with more learning. Importantly, we found a number of conditions in which rules and exemplars were both used, even within individual participants. We discuss our results in terms of hybrid models of classification.

KW - Abstraction

KW - Category learning

KW - Concepts

KW - Exemplars

KW - Rules

UR - http://www.scopus.com/inward/record.url?scp=85046780330&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85046780330&partnerID=8YFLogxK

U2 - 10.3758/s13421-017-0782-4

DO - 10.3758/s13421-017-0782-4

M3 - Article

VL - 46

SP - 530

EP - 543

JO - Memory and Cognition

JF - Memory and Cognition

SN - 0090-502X

IS - 4

ER -