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Concept learning and the intradimensional spread of the relevant values of the instances II. Effects of extreme values and position of class border
Author(s) -
LINDAHL MAJBRITT
Publication year - 1974
Publication title -
scandinavian journal of psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.743
H-Index - 72
eISSN - 1467-9450
pISSN - 0036-5564
DOI - 10.1111/j.1467-9450.1974.tb00579.x
Subject(s) - psychology , relevance (law) , class (philosophy) , dimension (graph theory) , value (mathematics) , social psychology , test (biology) , cognitive psychology , artificial intelligence , statistics , mathematics , computer science , combinatorics , paleontology , political science , law , biology
.— Thirty subjects took part in a concept‐learning‐like experiment with instances. the values of which varied continuously intradimensionally, which in turn resulted in continuously varyicg intradimensional differences between instances belonging to different classes. The results were construed as supporting the hypothesis that with subjects attending selectively to specific before‐the‐eyes characteristics of the instances, one hypotheses testing routine may be described as follows: Step 1: The subjects select and test intradimensional differences for relevance in the order of their relative sizes, and Step 2: on finding some such differences presumably relevant proceed to hypothesize midpoints or other easily registerable points on the involved dimension as class borders. This routine was thought to integrate various lines of thought within concept learning dealing with the effects on learning of intradimensional value separation, “obviousness” and relative frequencies of relevant attributes. It was also thought to represent a memory structure, and its relevance to some reasonings within memory research was pointed out.