The relative contribution of common and distinctive information on the abstraction from ill- defined categories.

Author(s)
Homa, D. & Chambliss, D.
Abstract

The abstraction of prototypical information and the classification of new exemplars is investigated as a function of category size and the number of categories that had to be distinguished during learning. It is concluded that both variables are operative in the abstraction from ill- defined categories, but that the influence of common and distinctive features may occur at different stages of learning.

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Publication

Library number
B 30598 [electronic version only] /01 /83.2 /
Source

From: Journal of Experimental Psychology: Human Learning and Memory, 104 (1975- 07) No. 4, p. 351- 359, 18 ref.

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