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    • College of Agricultural and Life Sciences, UW-Madison
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    • Genetics Honors Theses and Research Papers
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    Semantic category learning through explicit and implicit knowledge of complex sequences

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    2009_Li.pdf (426.6Kb)
    Date
    2009
    Author
    Li, Annabel Jerry
    Advisor(s)
    Rogers, Timothy
    Metadata
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    Abstract
    Objects with similar functions are judged to be similar "kinds of things," even when they have few directly-observable properties in common. How do people learn such "functional" similarity? One possibility is that objects with similar functions occur in similar contexts: there is overlap in the sequence of events that precede and follow their use. To test this hypothesis, participants learnt a novel sequence with multiple interchangeable objects at each position and subsequently were taught to name the objects. As expected, participants learnt category structures consistent with the positions in the sequence. However, contrary to hypothesis, this learning did not transfer to naming and participants did not learn names consistent with the category structure more quickly than random names. Interestingly, an interaction between naming condition (consistent and random) and learning (participants who learned the sequence and participants who did not) was found also and warrants further investigation.
    Subject
    Genetics
    Psychology
    Permanent Link
    http://digital.library.wisc.edu/1793/37498
    Description
    8 p.
    Part of
    • Genetics Honors Theses and Research Papers

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