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dc.contributor.authorWills, Andy
dc.contributor.authorInkster, AB
dc.contributor.authorMilton, F
dc.date.accessioned2016-01-04T12:56:02Z
dc.date.available2016-01-04T12:56:02Z
dc.date.issued2015-08
dc.identifier.issn0010-0285
dc.identifier.issn1095-5623
dc.identifier.urihttp://hdl.handle.net/10026.1/4156
dc.description.abstract

Does cognition begin with an undifferentiated stimulus whole, which can be divided into distinct attributes if time and cognitive resources allow (Differentiation Theory)? Or does it begin with the attributes, which are combined if time and cognitive resources allow (Combination Theory)? Across psychology, use of the terms analytic and non-analytic imply that Differentiation Theory is correct-if cognition begins with the attributes, then synthesis, rather than analysis, is the more appropriate chemical analogy. We re-examined four classic studies of the effects of time pressure, incidental training, and concurrent load on classification and category learning (Kemler Nelson, 1984; Smith & Kemler Nelson, 1984; Smith & Shapiro, 1989; Ward, 1983). These studies are typically interpreted as supporting Differentiation Theory over Combination Theory, while more recent work in classification (Milton et al., 2008, et seq.) supports the opposite conclusion. Across seven experiments, replication and re-analysis of the four classic studies revealed that they do not support Differentiation Theory over Combination Theory-two experiments support Combination Theory over Differentiation Theory, and the remainder are compatible with both accounts. We conclude that Combination Theory provides a parsimonious account of both classic and more recent work in this area. The presented data do not require Differentiation Theory, nor a Combination-Differentiation hybrid account.

dc.format.extent1-33
dc.format.mediumPrint-Electronic
dc.languageen
dc.language.isoeng
dc.publisherElsevier BV
dc.subjectCategorization
dc.subjectCategory learning
dc.subjectTime pressure
dc.subjectConcurrent load
dc.subjectHolistic
dc.subjectAnalytic
dc.subjectNonanalytic
dc.titleCombination or Differentiation? Two theories of processing order in classification
dc.typejournal-article
dc.typeJournal Article
plymouth.author-urlhttps://www.webofscience.com/api/gateway?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000358811800001&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=11bb513d99f797142bcfeffcc58ea008
plymouth.volume80
plymouth.publication-statusPublished
plymouth.journalCognitive Psychology
dc.identifier.doi10.1016/j.cogpsych.2015.04.002
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dc.publisher.placeNetherlands
dcterms.dateAccepted2015-04-26
dc.identifier.eissn1095-5623
dc.rights.embargoperiodNo embargo
rioxxterms.versionofrecord10.1016/j.cogpsych.2015.04.002
rioxxterms.licenseref.urihttp://www.rioxx.net/licenses/all-rights-reserved
rioxxterms.licenseref.startdate2015-08
rioxxterms.typeJournal Article/Review


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