Year: 2015
Type: article
Abstract: HALSEY, PHILLIP A., Ph.D., August 2015, Psychology The Nature of Modality and Learning Task: Unsupervised Learning of Auditory Categories Director of Dissertation: Ronaldo Vigo Categorization and concept-learning has a long-standing influence on the field of psychology because the notions of concept-learning are key to how individuals learn. Central to this idea is; how do we categorize stimuli that vary according to different dimensions? How do we categorize stimuli under different conditions? How do we store these categorizes as mental representations? And does the modality of the stimuli affect our construction of a mental concept, and to what extent does this affect categorization behavior? To partially answer this last question, it has been determined that the modality of a stimulus does influence categorization behavior but the extent of this is unknown. The current dissertation explores the manner in which stimulus modality, relationships between stimulus dimensions, and learning method affects categorization behavior. Two experiments are conducted in order to examine the auditory dimensions individuals attend to when making comparisons, and how individuals spontaneously categorize auditory stimuli based on the attended dimensions. Participant’s data was then examined according to three models of unsupervised learning: the simplicity model, SUSTAIN, and GISTM.
Author: Phillip A. Halsey
Institution: Ohio University
Language: English
Subfield: Experimental and Cognitive Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W2530544463