Comparing comparisons in category learning

Comparisons are central to category learning; yet very little research has been done to understand how comparisons affect what people learn. Prior work has established that different ways of learning affect what information learners acquire, suggesting that different types of comparisons may also affect learning in different ways. An important comparison-type distinction in category learning is between-category versus within-category comparisons. This paper draws on research from other domains that have looked at the role of comparisons in cognitive processes; however, the results of these studies are mixed, so it remains unclear how each type of comparison affects learning. Here, the highlighter theory of comparison learning is proposed based on the idea that studies showing a benefit for one type of comparison or the other are similar and different in systematic ways. Specifically, between-category comparisons highlight distinguishing information between categories while within-category comparisons highlight commonalities and the relational structure of items. In five experiments, one type of comparison or the other is shown to lead to higher classification performance at test and the effects of each depend on the type of information that needs to be emphasized during learning.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Psychology

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2012

Author dc:creator

• Higgins, Erin

Contributors dc:contributor

• Cimpian, Andrei
• Ross, Brian H.
• Benjamin, Aaron S.
• Federmeier, Kara D.
• Hummel, John E.

• cognitive psychology
• category learning and use
• comparisons

Statement dc:rights

• Copyright 2012, Erin Jones Higgins

Language dc:language

en

Handle dc:identifier

http://hdl.handle.net/2142/30966

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/30966