The Effects of Feature Verbalizablity on Category Learning

AbstractThis study intended to investigate the effects of varying factors on the use of verbal and implicit classification systems when learning novel categories in an interactive video game environment by measuring the effects of feature type (easy vs difficult to describe verbally). Verbal and implicit classification were operationalized by measuring rule-based and family resemblance strategy use respectively. This experiment found that participants presented with stimuli that were easy to describe verbally were more likely to use rule-based classification, while participants presented with stimuli that were difficult to describe verbally showed no preference for one form of classification. The results of this study open up a novel field of research within category learning, further exploring the effects of feature verbalizablity.

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