The Effects of Feature Verbalizablity and Indirect Feedback on Implicit Category Learning
Abstract
This study consisted of two experiments 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. Experiment 1 measured the effects of feature type (easy vs difficult to describe verbally), and Experiment 2 measured the effect of direct vs indirect feedback. Verbal and implicit classification were operationalized by measuring rule-based and family resemblance strategy use respectively. Experiment 1 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. Experiment 2 found that participants favoured rule-based classification regardless of whether they received direct or indirect feedback. The results of this study open up a novel field of research within category learning, further exploring the effects of feature verbalizablity.