The Development of Categorization

分类的发展

• 批准号: 10478826
• 负责人: VLADIMIR M SLOUTSKY
• 金额: $ 63.52万
• 依托单位: OHIO STATE UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2014
• 资助国家: 美国
• 起止时间: 2014-08-01 至 2026-06-30
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10478826
• 关键词: 4 year old; 9 year old; Adult; Affect; Age; Attention; Award; Canis familiaris; Categories; Child; Cognition; Color; Computer Models; Data; Development; Developmental Disabilities; Diagnosis; Diagnostic; Dimensions; Exhibits; Eye; Goals; Human; Intellectual functioning disability; Intelligence; Joints; Knowledge; Learning; Link; Longitudinal Studies; Memory; Methodology; Mind; Modeling; Participant; Pattern; Performance; Persons; Property; Reaction Time; Research; Research Personnel; Role; Semantics; Series; Shapes; Stimulus; Structure; Sum; Testing; Time; Training; Williams Syndrome; age difference; autism spectrum disorder; base; cognitive development; comparison group; design; developmental disease; experimental study; gaze; lexical; public health relevance; research and development; selective attention; statistical learning; statistics; tool; transfer learning; young adult

Project Summary The proposed project is designed to advance our understanding of the development of category learning – a fundamental component of human intelligence. The proposed research is based on the hypothesis of multiple mechanisms sub-serving category learning: (a) an early developing mechanism (Mechanism1) is based on distributed attention and learning of within-category statistics and (b) later developing mechanism (Mechanism2) is based on selective attention to category-relevant information. Under Mechanism1, both relevant and less relevant dimensions are encoded, with learned representations being similar to the input stimulus structure (i.e., no learning-based representational change). Under Mechanism2, learned representations are different from input stimulus structure (we refer to this difference as learning-based representational change). Differences between Mechanism1 and Mechanism2 will transpire in many performance indicators, including attention allocation during learning, memory for features, shapes of learning curves, and accuracy and response times during training and testing. To test these hypotheses, we will conduct a series of experiments with 4-9-year-old children, and adults. The proposed project has the following Specific Aims. Specific Aim 1 is to conduct cross-sectional experiments and a longitudinal study examining mechanisms of category learning across development. Mechanism1 and Mechanism2 predict qualitatively different patterns of (1) attention allocation, categorization, and memory and (2) pre- and post-learning representations of categories. Specific Aim 2 is to apply computational models to data collected within Study 1 to identify the differences between the two hypothesized mechanisms of category learning. To achieve this goal, eye gaze and categorization and memory choice and response time data will be submitted to a suite of models capturing the hypothesized mechanisms. The proposed project will advance our understanding of links among critical aspects of typical cognitive development – selective attention, category learning, and memory.

项目概要 拟议的项目旨在增进我们对类别学习发展的理解 – 人类智力的一个基本组成部分所提出的研究基于以下假设： 多种机制辅助类别学习：（a）早期发展机制（机制1）是 基于分类内统计的分布式关注和学习以及（b）后期开发机制 （机制2）基于对机制1下的类别相关信息的选择性关注。 相关和不太相关的维度被编码，学习到的表示与输入相似 刺激结构（即，没有基于学习的表征变化）。 表征与输入刺激结构不同（我们将这种差异称为基于学习的差异） 机制 1 和机制 2 之间的差异将在许多方面出现。 绩效指标，包括学习过程中的注意力分配、特征记忆、学习形式 为了测试这些假设，我们将在训练和测试期间提供曲线、准确性和响应时间。 对 4-9 岁儿童和成人进行一系列实验 拟议项目有以下内容。 具体目标 具体目标 1 是进行横断面实验和纵向检验研究。 跨发展的类别学习机制机制 1 和机制 2 进行定性预测。 (1) 注意力分配、分类和记忆以及 (2) 学习前和学习后的不同模式 具体目标 2 是将计算模型应用于研究 1 中收集的数据。 找出两种高级类别学习机制之间的差异。 目标、眼睛注视和分类以及记忆选择和响应时间数据将提交给一套 所提出的项目将促进我们对链接的理解。 典型认知发展的关键方面包括选择性注意、类别学习和记忆。