Attention and learning processes in the identification and categorization of integral stimuli.

Abstract

The relationship between subjects' identification and categorization learning of integral-dimension stimuli was studied within the framework of an exemplar-based generalization model. The model was used to predict subjects' learning in six different categorization conditions on the basis of data obtained in a single identification learning condition. A crucial assumption in the model is that because of selective attention to component dimensions, similarity relations may change in systematic ways across different experimental contexts. The theoretical analysis provided evidence that, at least under unspeeded conditions, selective attention may play a critical role in determining the identification-categorization relationship for integral stimuli. Evidence was also provided that similarity among exemplars decreased as a function of identification learning. Various alternative classification models, including prototype, multiple-prototype, average distance, and "value-on-dimensions" models, were unable to account for the results.

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