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  4. Grounding concepts: physical interaction can provide minor benefit to category learning
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Grounding concepts: physical interaction can provide minor benefit to category learning

Full metadata

Description

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.

Date Created
2014
Contributors
  • Crawford, Thomas (Author)
  • Homa, Donald (Thesis advisor)
  • Glenberg, Arthur (Committee member)
  • McBeath, Michael (Committee member)
  • Brewer, Gene (Committee member)
  • Arizona State University (Publisher)
Topical Subject
  • Cognitive Psychology
  • Categorization
  • Embodied Cognition
  • Learning
  • Categorization (Psychology)
Resource Type
Text
Genre
Doctoral Dissertation
Academic theses
Extent
vii, 60 p. : ill. (some col.)
Language
eng
Copyright Statement
In Copyright
Reuse Permissions
All Rights Reserved
Primary Member of
ASU Electronic Theses and Dissertations
Peer-reviewed
No
Open Access
No
Handle
https://hdl.handle.net/2286/R.I.25859
Statement of Responsibility
by Thomas Crawford
Description Source
Viewed on February 11, 2015
Level of coding
full
Note
Partial requirement for: Ph. D., Arizona State University, 2014
Note type
thesis
Includes bibliographical references (p. 46-50)
Note type
bibliography
Field of study: Psychology
System Created
  • 2014-10-01 05:00:38
System Modified
  • 2021-08-30 01:33:11
  •     
  • 1 year 6 months ago
Additional Formats
  • OAI Dublin Core
  • MODS XML

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