東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Learning, retention, and generalizat...

Arizona State University.

FindBook

Google Book

Amazon

博客來

Learning, retention, and generalization of haptic categories.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Learning, retention, and generalization of haptic categories./
作者:	Do, Phuong T.
面頁冊數:	213 p.
附註:	Source: Dissertation Abstracts International, Volume: 70-04, Section: B, page: 2593.
Contained By:	Dissertation Abstracts International70-04B.
標題:	Education, Sciences. -
電子資源:	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.
LDR:02361nmm 2200277 a 45 001 890610
005 20101103
008 101103s2009 eng d
020 $a 9781109102833
035 $a (UMI)AAI3353687
035 $a AAI3353687
040 $a UMI $c UMI
100 1 $a Do, Phuong T. $3 1064566
245 1 0 $a Learning, retention, and generalization of haptic categories.
300 $a 213 p.
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.
590 $a School code: 0010.
650 4 $a Education, Sciences. $3 1017897
650 4 $a Psychology, Cognitive. $3 1017810
650 4 $a Sociology, Theory and Methods. $3 626625
650 4 $a Speech Communication. $3 1017408
690 $a 0344
690 $a 0459
690 $a 0633
690 $a 0714
710 2 0 $a Arizona State University. $3 1017445
773 0 $t Dissertation Abstracts International $g 70-04B.
790 $a 0010
791 $a Ph.D.
792 $a 2009
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3353687