abstract: Categories are often defined by rules regarding their features. These rules may be intensely complex yet, despite the complexity of these rules, we are often able to learn them with sufficient practice. A possible explanation for how we arrive at consistent category judgments despite these difficulties would be that we may define these complex categories such as chairs, tables, or stairs by understanding the simpler rules defined by potential interactions with these objects. This concept, called grounding, allows for the learning and transfer of complex categorization rules if said rules are capable of being expressed in a more simple fashion by virtue of meaningful physical interactions. The present experiment tested this hypothesis by having participants engage in either a Rule Based (RB) or Information Integration (II) categorization task with instructions to engage with the stimuli in either a non-interactive or interactive fashion. If participants were capable of grounding the categories, which were defined in the II task with a complex visual rule, to a simpler interactive rule, then participants with interactive instructions should outperform participants with non-interactive instructions. Results indicated that physical interaction with stimuli had a marginally beneficial effect on category learning, but this effect seemed most prevalent in participants were engaged in an II task. / Dissertation/Thesis / Doctoral Dissertation Psychology 2014
| Identifer | oai:union.ndltd.org:asu.edu/item:25859 |
| Date | January 2014 |
| Contributors | Crawford, Thomas Marshall (Author), Homa, Donald (Advisor), Glenberg, Arthur (Committee member), McBeath, Michael (Committee member), Brewer, Gene (Committee member), Arizona State University (Publisher) |
| Source Sets | Arizona State University |
| Language | English |
| Detected Language | English |
| Type | Doctoral Dissertation |
| Format | 68 pages |
| Rights | http://rightsstatements.org/vocab/InC/1.0/, All Rights Reserved |
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