Postclassification Category Use: The Effects of Learning to Use Categories after Learning to Classify

Journal of Experimental Psychology: Learning Memory and Cognition

Volumn 25, Issue 3, 1999, Pages 743-757

  Ross, Brian H ^a  

^a UNIVERSITY OF ILLINOIS AT URBANA CHAMPAIGN   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0033419669     PISSN: 02787393     EISSN: None     Source Type: Journal    
DOI: 10.1037/0278-7393.25.3.743     Document Type: Article

References (46)

1. Anderson, J. R. (1991). The adaptive nature of human categorization. Psychological Review, 98, 409-429.
2. Barsalou, L. W. (1982). Context-independent and context-dependent information in concepts. Memory & Cognition, 10, 82-93.
3. Barsalou, L. W. (1983). Ad hoc categories. Memory & Cognition, 11, 211-227.
4. Barsalou, L. W. (1985). Ideals, central tendency, and frequency of instantiation as determinants of graded structure in categories. Journal of Experimental Psychology: Learning, Memory, and Cognition, 11, 629-654.
5. Barsalou, L. W. (1991). Deriving categories to achieve goals. In G. H. Bower (Ed.), The psychology of learning and motivation (Vol. 27, pp. 1-64). New York: Academic Press.
6. Barsalou, L. W., & Ross, B. H. (1986). The roles of automatic and strategic processing in sensitivity to superordinate and property frequency. Journal of Experimental Psychology: Learning, Memory, and Cognition, 12, 116-134.
7. Billman, D., & Heit, E. (1988). Observational learning from internal feedback: A simulation of an adaptive learning method. Cognitive Science, 12, 587-625.
8. Billman, D., & Knutson, J. (1996). Unsupervised concept learning and value systematicity. Journal of Experimental Psychology: Learning, Memory, and Cognition, 22, 458-475.
9. Boster, J. S., & Johnson, J. C. (1989). Form or function: A comparison of expert and novice judgments of similarity among fish. American Anthropologist, 91, 866-889.
10. Chi, M. T. H., Bassok, M., Lewis, M. W., Reimann, P., & Glaser, R. (1989). Self-explanations: How students study and use examples in learning to solve problems. Cognitive Science, 13, 145-182.
11. Chi, M. T. H., Feltovich, P. J., & Glaser, R. (1981). Categorization and representation of physics problems by experts and novices. Cognitive Science, 5, 121-152.
12. Ericsson, K. A., & Simon, H. A. (1993). Protocol analysis: Verbal reports as data. Cambridge, MA: MIT Press.
13. Gelman, S. A., Coley, J. D., & Gottfried, G. M. (1994). Essentialist beliefs in children: The acquisition of concepts and theories. In L. A. Hirschfeld & S. A. Gelman (Eds.), Mapping the mind: Domain specificity in cognition and culture (pp. 341-365). Cambridge, England: Cambridge University Press.
14. Gelman, S. A., & Markman, E. M. (1986). Categories and induction in children. Cognition, 23, 183-208.
15. Gibson, E. J. (1969). Principles of perceptual learning and development. New York: Appleton-Century-Crofts.
16. Gluck, M. A., & Bower, G. H. (1988). Evaluating an adaptive network model of human learning. Journal of Memory and Language, 27, 166-195.
17. Goldstone, R. L. (1994). The role of similarity in categorization: Providing a groundwork. Cognition, 52, 125-157.
18. Heit, E. (1992). Categorization using chains of examples. Cognitive Psychology, 24, 341-380.
19. Kruschke, J. K. (1992). ALCOVE: An exemplar-based connectionist model of category learning. Psychological Review, 99, 22-44.
20. Lamberts, K. (1994). Flexible tuning of similarity in exemplar-based categorization. Journal of Experimental Psychology: Learning, Memory, and Cognition, 20, 1003-1021.
21. Lassaline, M. E., & Murphy, G. L. (1996). Induction and category coherence. Psychonomic Bulletin & Review, 3, 95-99.
22. Lopez, A., Atran, S., Coley, J. D., Medin, D. L., & Smith, E. E. (1997). The tree of life: Universal and cultural features of folkbiological taxonomies and inductions. Cognitive Psychology, 32, 251-295.
23. Malt, B. C. (1995). Category coherence in cross-cultural perspective. Cognitive Psychology, 29, 85-148.
24. Malt, B. C., Ross, B. H., & Murphy, G. L. (1995). Predicting features for members of natural categories when categorization is uncertain. Journal of Experimental Psychology: Learning, Memory, and Cognition, 21, 646-661.
25. Markman, A. B., Yamauchi, T., & Makin, V. S. (1997). The creation of new concepts: A multifaceted approach to category learning. In T. B. Ward, S. M. Smith, & J. Vaid (Eds.), Creative thought: An investigation of conceptual structures and processes (pp. 179-208). Washington, DC: American Psychological Association.
26. Medin, D. L., & Edelson, S. (1988). Problem structure and the use of base-rate information from experience. Journal of Experimental Psychology: General, 117, 68-85.
27. Medin, D. L., Lynch, E. B., Coley, J. D., & Atran, S. (1997). Categorization and reasoning among tree experts: Do all roads lead to Rome? Cognitive Psychology, 32, 49-96.
28. Medin, D. L., & Schaffer, M. M. (1978). Context theory of classification learning. Psychological Review, 85, 207-238.
29. Medin, D. L., & Smith, E. E. (1984). Concepts and concept formation. Annual Review of Psychology, 35, 113-138.
30. Murphy, G. L., & Medin, D. L. (1985). The role of theories in conceptual coherence. Psychological Review, 92, 289-316.
31. Murphy, G. L., & Ross, B. H. (1994). Predictions from uncertain categorizations. Cognitive Psychology, 27, 148-193.
32. Murphy, G. L., & Wright, J. C. (1984). Changes in conceptual structure with expertise: Differences between real-world experts and novices. Journal of Experimental Psychology: Learning, Memory, and Cognition, 1, 144-155.
33. Nosofsky, R. (1988). Similarity, frequency, and category representations. Journal of Experimental Psychology: Learning, Memory, and Cognition, 14, 54-65.
34. Osherson, D. N., Smith, E. E., Wilkie, O., Lopez, A., & Shafir, E. (1990). Category-based induction. Psychological Review, 97, 185-200.
35. Rosch, E. (1978). Principles of categorization. In E. Rosch & B. Lloyd (Eds.), Cognition and categorization (pp. 27-48). Hillsdale, NJ: Erlbaum.
36. Ross, B. H. (1996a). Category learning as problem solving. In D. L. Medin (Ed.), The psychology of learning and motivation (Vol. 35, pp. 165-192). San Diego, CA: Academic Press.
37. Ross, B. H. (1996b). Category representations and the effects of interacting with instances. Journal of Experimental Psychology: Learning, Memory, and Cognition, 22, 1249-1265.
38. Ross, B. H. (1997). The use of categories affects classification. Journal of Memory and Language, 37, 240-267.
39. Ross, B. H. (in press). The effects of category use on learned categories. Memory & Cognition.
40. Ross, B. H., & Murphy, G. L. (1996). Category-based predictions: The influence of uncertainty and feature associations. Journal of Experimental Psychology: Learning, Memory, and Cognition, 22, 736-753.
41. Ross, B. H., & Spalding, T. L. (1994). Concepts and categories. In R. Sternberg (Ed.), Handbook of perception and cognition: Vol. 12. Thinking and problem solving (pp. 119-148). San Diego, CA: Academic Press.
42. Smith, E. E., & Medin, D. L. (1981). Categories and concepts. Cambridge, MA: Harvard University Press.
43. Tanaka, J. W., & Taylor, M. E. (1991). Categorization and expertise: Is the basic level in the eye of the beholder? Cognitive Psychology, 23, 457-482.
44. Ward, T. B., & Becker, A. H. (1992). Learning categories with and without trying: Does it make a difference? In B. Burns (Ed.), Percepts, concepts and categories (pp. 451-491). Amsterdam: Elsevier.
45. Woodward, A. L., & Markman, E. (1998). Early word learning. In D. Kuhn & R. S. Seigler (Vol. Eds.), Handbook of child psychology: Vol. 2 (5th ed., pp. 371-420). New York: Wiley.
46. Yamauchi, T., & Markman, A. B. (1998). Category-learning by inference and classification. Journal of Memory and Language, 39, 124-148.