Effect of mnemonic variables on function and category learning

Edward Lee DeLosh, Purdue University

Abstract

The role of memory for instances in concept learning was investigated by examining the effects of mnemonic variables on performance in the function and category learning domains. Experiments 1 and 2 examined list-length and serial-position effects in a function learning task under conditions in which stimulus and response magnitudes were functionally related or randomly paired. List-length and serial-position effects were observed in the random-mapping condition but not in the functional-mapping condition. Experiment 3 examined the effects of list length and serial position on the categorization of two-dimensional stimuli. The relationship between dimensions was either predictive of category membership (consistent-mapping condition) or was not predictive of membership (random-mapping condition). An effect of list length was obtained in the latter but not the former condition. Serial position effects were evident for the short list-length conditions but not the long list-length conditions. These findings generally support the contention that when relational information was not available or predictive (random-mapping conditions), participants relied on memory for individual instances and standard mnemonic effects emerged. For conditions in which relational information was available and predictive (functional- and consistent-mapping conditions), results suggest that participants abstracted and applied a summary rule or relation, thereby eliminating mnemonic effects of list length and serial position. Extrapolation data further support the view that rules were abstracted when relational information was available.

Degree

Ph.D.

Advisors

Nairne, Purdue University.

Subject Area

Psychology|Experiments|Cognitive therapy

COinS