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ERIC Number: EJ1151641
Record Type: Journal
Publication Date: 2017-Aug
Pages: 11
Abstractor: As Provided
ISSN: ISSN-0364-0213
Contrastive Constraints Guide Explanation-Based Category Learning
Chin-Parker, Seth; Cantelon, Julie
Cognitive Science, v41 n6 p1645-1655 Aug 2017
This paper provides evidence for a contrastive account of explanation that is motivated by pragmatic theories that recognize the contribution that context makes to the interpretation of a prompt for explanation. This study replicates the primary findings of previous work in explanation-based category learning (Williams & Lombrozo, 2010), extending that work by illustrating the critical role of the context in this type of learning. Participants interacted with items from two categories either by describing the items or explaining their category membership. We manipulated the feature overlap between the categories and examined both the explanations generated and acquired knowledge of the categories. Explanations for membership in a given category were influenced by the unprompted contrast category, indicating an important role for contrastive processing in the generation of explanations. The influence of the contrast category was similarly seen in the transfer performance of the participants.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A