Year: 2018
Type: dissertation
Abstract: When we learn about the world around us, we not only process what makes items unique, we also notice consistencies across items. However, it is unknown how learning at these two levels of abstraction interact. Might there be a trade-off in learning? Moreover, given children’s different cognitive abilities, do they experience a similar trade-off? Finally, are irrelevant features still processed, just in a more superficial manner? We explored these questions using a categorization task followed by a surprise recognition test in adults and children. Results suggest that adults do show a trade-off in learning. However, children’s memory scores were too low to make any definitive conclusions. Lastly, both adults and children noticed consistencies in the irrelevant features, and this knowledge also traded-off with category learning in adults and moderately in children. These data point to a fundamental cognitive process in which learning comes at a cost, at least in adults.
Source: TSpace (University of Toronto)
Author: Erika Wharton-Shukster
Language: English
Subfield: Experimental and Cognitive Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2925176013