Category learning in a transitive inference paradigm

The implied order of a ranked set of visual images can be learned without reliance on information that explicitly signals their order. Such learning is difficult to explain by associative mechanisms, but can be accounted for by cognitive representations and processes such as transitive inference. Ou...

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Bibliographic Details
Published in:	Memory & cognition Vol. 49; no. 5; pp. 1020 - 1035
Main Authors:	Jensen, Greg, Kao, Tina, Michaelcheck, Charlotte, Borge, Saani Simms, Ferrera, Vincent P., Terrace, Herbert S.
Format:	Journal Article
Language:	English
Published:	New York Springer US 01-07-2021 Springer Nature B.V
Subjects:	Animal cognition Animals Behavioral Science and Psychology Cognition & reasoning Cognitive ability Cognitive Psychology Humans Learning Mice Preferences Psychology Symbolic distance effect Serial learning Categorization Transitive inference
Online Access:	Get full text
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Summary:	The implied order of a ranked set of visual images can be learned without reliance on information that explicitly signals their order. Such learning is difficult to explain by associative mechanisms, but can be accounted for by cognitive representations and processes such as transitive inference. Our study sought to determine if those processes also apply to learning categories of images. We asked whether participants can (a) infer that stimulus images belonged to familiar categories, even when the images for each trial were unique, and (b) sort those categories into an ordering that obeys transitivity. Participants received minimal verbal instruction and a single session of training. Despite this, they learned the implied order of lists of fixed stimuli and lists of ordered categories, using trial-unique exemplars. We trained two groups, one for which stimuli were constant throughout training and testing ( n = 60), and one for which exemplars of each category were trial-unique ( n = 50). Our findings suggest that differing cognitive processes may underpin serial learning when learning about specific stimuli as opposed to stimulus categories.
Bibliography:	ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 23
ISSN:	0090-502X 1532-5946
DOI:	10.3758/s13421-020-01136-z