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Learning, retention, and generalizat...

Arizona State University.

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Learning, retention, and generalization of haptic categories.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Learning, retention, and generalization of haptic categories./
Author:	Do, Phuong T.
Description:	213 p.
Notes:	Source: Dissertation Abstracts International, Volume: 70-04, Section: B, page: 2593.
Contained By:	Dissertation Abstracts International70-04B.
Subject:	Education, Sciences. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3353687
ISBN:	9781109102833

Learning, retention, and generalization of haptic categories.
Do, Phuong T.

Learning, retention, and generalization of haptic categories. - 213 p.

Source: Dissertation Abstracts International, Volume: 70-04, Section: B, page: 2593.

Thesis (Ph.D.)--Arizona State University, 2009.

This dissertation explored how haptic concepts are learned, retained, and generalized to the same or different modality. Participants learned to classify objects into three categories either visually or haptically via different training procedures, followed by an immediate or delayed transfer test. Experiment I involved visual versus haptic learning and transfer. Intermodal matching between vision and haptics was investigated in Experiment II. Experiments III and IV examined intersensory conflict in within- and between-category bimodal situations to determine the degree of perceptual dominance between sight and touch. Experiment V explored the intramodal relationship between similarity and categorization in a psychological space, as revealed by MDS analysis of similarity judgments. Major findings were: (1) visual examination resulted in relatively higher performance accuracy than haptic learning; (2) systematic training produced better category learning of haptic concepts across all modality conditions; (3) the category prototypes were rated newer than any transfer stimulus followed learning both immediately and after a week delay; and, (4) although they converged at the apex of two transformational trajectories, the category prototypes became more central to their respective categories and increasingly structured as a function of learning. Implications for theories of multimodal similarity and categorization behavior are discussed in terms of discrimination learning, sensory integration, and dominance relation.

ISBN: 9781109102833Subjects--Topical Terms:

1017897
Education, Sciences.

Learning, retention, and generalization of haptic categories.
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245 1 0 $a Learning, retention, and generalization of haptic categories.
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500 $a Source: Dissertation Abstracts International, Volume: 70-04, Section: B, page: 2593.
502 $a Thesis (Ph.D.)--Arizona State University, 2009.
520 $a This dissertation explored how haptic concepts are learned, retained, and generalized to the same or different modality. Participants learned to classify objects into three categories either visually or haptically via different training procedures, followed by an immediate or delayed transfer test. Experiment I involved visual versus haptic learning and transfer. Intermodal matching between vision and haptics was investigated in Experiment II. Experiments III and IV examined intersensory conflict in within- and between-category bimodal situations to determine the degree of perceptual dominance between sight and touch. Experiment V explored the intramodal relationship between similarity and categorization in a psychological space, as revealed by MDS analysis of similarity judgments. Major findings were: (1) visual examination resulted in relatively higher performance accuracy than haptic learning; (2) systematic training produced better category learning of haptic concepts across all modality conditions; (3) the category prototypes were rated newer than any transfer stimulus followed learning both immediately and after a week delay; and, (4) although they converged at the apex of two transformational trajectories, the category prototypes became more central to their respective categories and increasingly structured as a function of learning. Implications for theories of multimodal similarity and categorization behavior are discussed in terms of discrimination learning, sensory integration, and dominance relation.
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650 4 $a Education, Sciences. $3 1017897
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