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dc.contributor.authorWills, AJen
dc.contributor.authorInkster, ABen
dc.contributor.authorMilton, Fen
dc.date.accessioned2016-01-04T12:56:02Z
dc.date.available2016-01-04T12:56:02Z
dc.date.issued2015-08en
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.

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dc.format.extent1 - 33en
dc.languageengen
dc.language.isoengen
dc.subjectAnalyticen
dc.subjectCategorizationen
dc.subjectCategory learningen
dc.subjectConcurrent loaden
dc.subjectHolisticen
dc.subjectNonanalyticen
dc.subjectTime pressureen
dc.subjectClassificationen
dc.subjectCognitionen
dc.subjectHumansen
dc.subjectLearningen
dc.subjectModels, Theoreticalen
dc.subjectPsychological Theoryen
dc.subjectTime Factorsen
dc.titleCombination or Differentiation? Two theories of processing order in classification.en
dc.typeJournal Article
plymouth.author-urlhttps://www.ncbi.nlm.nih.gov/pubmed/26057479en
plymouth.volume80en
plymouth.publication-statusPublisheden
plymouth.journalCogn Psycholen
dc.identifier.doi10.1016/j.cogpsych.2015.04.002en
plymouth.organisational-group/Plymouth
plymouth.organisational-group/Plymouth/00 Groups by role
plymouth.organisational-group/Plymouth/00 Groups by role/Academics
plymouth.organisational-group/Plymouth/00 Groups by role/Post-Graduate Research Students
plymouth.organisational-group/Plymouth/Faculty of Health and Human Sciences
plymouth.organisational-group/Plymouth/Faculty of Health and Human Sciences/School of Psychology
plymouth.organisational-group/Plymouth/REF 2021 Researchers by UoA
plymouth.organisational-group/Plymouth/REF 2021 Researchers by UoA/UoA04 Psychology, Psychiatry and Neuroscience
plymouth.organisational-group/Plymouth/Research Groups
plymouth.organisational-group/Plymouth/Research Groups/Centre for Brain, Cognition and Behaviour (CBCB)
plymouth.organisational-group/Plymouth/Research Groups/Institute of Health and Community
dc.publisher.placeNetherlandsen
dcterms.dateAccepted2015-04-26en
dc.identifier.eissn1095-5623en
dc.rights.embargoperiodNo embargoen
rioxxterms.versionofrecord10.1016/j.cogpsych.2015.04.002en
rioxxterms.licenseref.urihttp://www.rioxx.net/licenses/all-rights-reserveden
rioxxterms.licenseref.startdate2015-08en
rioxxterms.typeJournal Article/Reviewen


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