Brief category learning distorts perceptual space for complex scenes.

IF 3.2 3区 心理学 Q1 PSYCHOLOGY, EXPERIMENTAL
Psychonomic Bulletin & Review Pub Date : 2024-10-01 Epub Date: 2024-03-04 DOI:10.3758/s13423-024-02484-6
Gaeun Son, Dirk B Walther, Michael L Mack
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引用次数: 0

Abstract

The formation of categories is known to distort perceptual space: representations are pushed away from category boundaries and pulled toward categorical prototypes. This phenomenon has been studied with artificially constructed objects, whose feature dimensions are easily defined and manipulated. How such category-induced perceptual distortions arise for complex, real-world scenes, however, remains largely unknown due to the technical challenge of measuring and controlling scene features. We address this question by generating realistic scene images from a high-dimensional continuous space using generative adversarial networks and using the images as stimuli in a novel learning task. Participants learned to categorize the scene images along arbitrary category boundaries and later reconstructed the same scenes from memory. Systematic biases in reconstruction errors closely tracked each participant's subjective category boundaries. These findings suggest that the perception of global scene properties is warped to align with a newly learned category structure after only a brief learning experience.

Abstract Image

短暂的类别学习会扭曲复杂场景的感知空间。
众所周知,类别的形成会扭曲感知空间:表象被推离类别边界,并被拉向类别原型。这种现象已经通过人工构建的物体进行了研究,这些物体的特征维度很容易定义和操作。然而,由于测量和控制场景特征的技术难度较大,对于复杂的真实世界场景来说,这种由类别引起的知觉扭曲是如何产生的,在很大程度上仍是未知数。为了解决这个问题,我们使用生成对抗网络从高维连续空间生成现实场景图像,并将这些图像作为新颖学习任务的刺激物。参与者学会了按照任意类别边界对场景图像进行分类,之后再根据记忆重建相同的场景。重建错误的系统偏差与每位参与者的主观类别边界密切相关。这些研究结果表明,仅仅经过短暂的学习体验,对整体场景属性的感知就会被扭曲,从而与新学习的类别结构相一致。
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来源期刊
CiteScore
6.70
自引率
2.90%
发文量
165
期刊介绍: The journal provides coverage spanning a broad spectrum of topics in all areas of experimental psychology. The journal is primarily dedicated to the publication of theory and review articles and brief reports of outstanding experimental work. Areas of coverage include cognitive psychology broadly construed, including but not limited to action, perception, & attention, language, learning & memory, reasoning & decision making, and social cognition. We welcome submissions that approach these issues from a variety of perspectives such as behavioral measurements, comparative psychology, development, evolutionary psychology, genetics, neuroscience, and quantitative/computational modeling. We particularly encourage integrative research that crosses traditional content and methodological boundaries.
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