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Articles 1 - 6 of 6
Full-Text Articles in Cognitive Psychology
Culture And Classification: Investigating Analytic Vs. Holistic Thinking Styles, Neha Khemani
Culture And Classification: Investigating Analytic Vs. Holistic Thinking Styles, Neha Khemani
Electronic Thesis and Dissertation Repository
This paper sought to explore cultural preferences for analytic and holistic thinking in classification. Experiment 1 paired the Shepard, Hovland, and Jenkins (SHJ) tasks with the Analysis-Holism scale (AHS) and a demographics questionnaire. Effects of culture on learning rates, alongside the feasibility of online data collection, were assessed. Learning difficulty differences among the six SHJ category sets were observed. Further, as predicted, higher holistic thinking correlated positively with the family resemblance task. Experiment 2 replicated the Norenzayan et al. (2002) task. Unlike in the original study, the effect of instructional condition was not significant across our full sample. Nevertheless, the …
The Effects Of Verbalizable Features On Category Learning Strategies, Marwan A. Syed
The Effects Of Verbalizable Features On Category Learning Strategies, Marwan A. Syed
Undergraduate Honors Theses
The present study investigated the effects of how verbalizable features (easy vs not-easily) are on category learning strategies with respect to the COVIS model, which states there are two competing systems (verbal and implicit) that operate simultaneously when making categorization decisions. A total of 102 undergraduate students took part in the experiment, which was an A-B categorization task conducted in a video game setting. A rule-based approach reflected the verbal system whereas a family resemblance approach reflected the implicit system. The findings partially support the hypothesis and COVIS model in that participants in the easily verbalizable condition were more likely …
One Giant Leap For Categorizers: One Small Step For Categorization Theory, David J. Smith, Shawn W. Ell
One Giant Leap For Categorizers: One Small Step For Categorization Theory, David J. Smith, Shawn W. Ell
Psychology Faculty Scholarship
We explore humans’ rule-based category learning using analytic approaches that highlight their psychological transitions during learning. These approaches confirm that humans show qualitatively sudden psychological transitions during rule learning. These transitions contribute to the theoretical literature contrasting single vs. multiple category-learning systems, because they seem to reveal a distinctive learning process of explicit rule discovery. A complete psychology of categorization must describe this learning process, too. Yet extensive formal-modeling analyses confirm that a wide range of current (gradient-descent) models cannot reproduce these transitions, including influential rule-based models (e.g., COVIS) and exemplar models (e.g., ALCOVE). It is an important theoretical conclusion …
The Coffee Shop Effect: Investigating The Relationship Between Ambient Noise And Cognitive Flexibility, Emily G. Nielsen
The Coffee Shop Effect: Investigating The Relationship Between Ambient Noise And Cognitive Flexibility, Emily G. Nielsen
Electronic Thesis and Dissertation Repository
Cognitive flexibility is the ability to think diversely in order to solve problems and learn concepts. It has also been suggested that cognitive flexibility supports creativity. Research has demonstrated that creativity is enhanced by moderate volumes of ambient noise. This thesis sought to replicate and extend this line of research by investigating how noise affects cognitive flexibility. Study 1 assessed the effects of noise on three creativity tasks. Performance was found to be enhanced by ambient noise, particularly among those who listen to music while they study/work. Study 2 examined how noise affects performance on a category learning task designed …
Is Pressure Stressful? The Impact Of Pressure On The Stress Response And Category Learning, Shannon L. Mccoy, Steven B. Hutchinson, Lauren Hawthorne, Brandon J. Cosley, Shawn W. Ell
Is Pressure Stressful? The Impact Of Pressure On The Stress Response And Category Learning, Shannon L. Mccoy, Steven B. Hutchinson, Lauren Hawthorne, Brandon J. Cosley, Shawn W. Ell
Psychology Faculty Scholarship
We examine the basic question of whether pressure is stressful. We propose that when examining the role of stress or pressure in cognitive performance it is important to consider the type of pressure, the stress response, and the aspect of cognition assessed. In Experiment 1, outcome pressure was not experienced as stressful but did lead to impaired performance on a rule-based (RB) category learning task and not a more procedural information-integration (II) task. In Experiment 2, the addition of monitoring pressure resulted in a modest stress response to combined pressure and impairment on both tasks. Across experiments, higher stress appraisals …
When Bad Stress Goes Good: Increased Threat Reactivity Predicts Improved Category Learning Performance, Shawn W. Ell, Brandon Cosley, Shannon L. Mccoy
When Bad Stress Goes Good: Increased Threat Reactivity Predicts Improved Category Learning Performance, Shawn W. Ell, Brandon Cosley, Shannon L. Mccoy
Psychology Faculty Scholarship
The way in which we respond to everyday stressors can have a profound impact on cognitive functioning. Maladaptive stress responses in particular are generally associated with impaired cognitive performance. We argue, however, that the cognitive system mediating task performance is also a critical determinant of the stress-cognition relationship. Consistent with this prediction, we observed that stress reactivity consistent with a maladaptive, threat response differentially predicted performance on two categorization tasks. Increased threat reactivity predicted enhanced performance on an information-integration task (i.e., learning is thought to depend upon a procedural-based memory system), and a (nonsignificant) trend for impaired performance on a …