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Summary: Copyright 2002 Psychonomic Society, Inc. 666
Memory & Cognition
2002, 30 (5), 666-677
We learnabout categories ina variety of ways. Sometimes
we are told the category label prior to viewing the object--
for example, when the excited parent spots a deer crossing
the road and exclaims, "Look, there's a deer." Other times,
we view objects, make categorization responses, and re-
ceive feedback. For example, thechildmight spot some four-
legged furry object and exclaim, "Look, there is a deer." The
parent then verifies whether or not this observation is cor-
rect.
Although we learn about categories in a number of dif-
ferent ways, nearly all research on category learning uses
an approach in which a single stimulus is presented, the ob-
server is required to generate a response, and corrective
feedback is provided (hereafter called"feedback training").
A few studies have examined a different approach, in
which the stimulus and the category label are presented si-
multaneously and no response is required (hereafter called
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