dc.date.accessioned | 2022-09-15T16:36:35Z | |
dc.date.available | 2022-09-15T16:36:35Z | |
dc.date.created | 2022-09-08T17:18:30Z | |
dc.date.issued | 2022 | |
dc.identifier.citation | Fotiadis, Fotis A. Protopapas, Athanassios . Immediate and Sustained Effects of Verbal Labels for Newly-Learned Categories. Quarterly Journal of Experimental Psychology (QJEP). 2022 | |
dc.identifier.uri | http://hdl.handle.net/10852/96643 | |
dc.description.abstract | Labels for the categories have been found to facilitate learning by boosting accuracy. According to the label-feedback hypothesis this facilitation is due to a mechanism selectively sensitizing perceptual dimensions. To further investigate the label facilitation phenomenon, one group of participants in our study learned both named and hard-to-name artificial categories, in a novel, within-subjects design. Another group of participants was administered a—highly similar—paired-associate task purportedly not involving sensitization of dimensions. Results showed that labels boosted accuracy during learning, but only when learning to categorize—not when learning to associate. The label-feedback hypothesis posits that labels exert an influence also after new categories have been learned. To test for sustained effects of labels, we administered a post-learning visual discrimination task while monitoring participants’ eye movements and analyzing dwell time on the trained shapes. There was some indication of sustained effects of labels for newly-learned categories, but there was no effect following learning to associate. Our results suggest that labels for newly-learned categories have immediate effects during learning, and that the effects of labels may also be sustained during post-learning processing. | |
dc.language | EN | |
dc.title | Immediate and Sustained Effects of Verbal Labels for Newly-Learned Categories | |
dc.title.alternative | ENEngelskEnglishImmediate and Sustained Effects of Verbal Labels for Newly-Learned Categories | |
dc.type | Journal article | |
dc.creator.author | Fotiadis, Fotis A. | |
dc.creator.author | Protopapas, Athanassios | |
cristin.unitcode | 185,18,3,0 | |
cristin.unitname | Institutt for spesialpedagogikk | |
cristin.ispublished | true | |
cristin.fulltext | postprint | |
cristin.qualitycode | 1 | |
dc.identifier.cristin | 2050056 | |
dc.identifier.bibliographiccitation | info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Quarterly Journal of Experimental Psychology (QJEP)&rft.volume=&rft.spage=&rft.date=2022 | |
dc.identifier.jtitle | Quarterly Journal of Experimental Psychology (QJEP) | |
dc.identifier.doi | https://doi.org/10.1177/17470218221126659 | |
dc.type.document | Tidsskriftartikkel | |
dc.type.peerreviewed | Peer reviewed | |
dc.source.issn | 1747-0218 | |
dc.type.version | AcceptedVersion | |
cristin.articleid | 174702182211266 | |