| Reference: | 俞信安（民96）。分類研究中的自發性知識分化現象（未出版之碩士論文）。國立中正大學，嘉義市。
Abdi, H., Valentin, D., & Edelman, B. (1999). Neural Networks (Quantitative Applications in the Social Sciences).
Aha, D. W., & Goldstone, R. L. (1992). Concept learning and flexible weighting. Paper presented at the Proceedings of the fourteenth annual conference of the Cognitive Science Society.
Ashby, F. G., Alfonso-Reese, L. A., & Waldron, E. M. (1998). A neuropsychological theory of multiple systems in category learning. Psychological review, 105(3), 442.
Ashby, F. G., & Gott, R. E. (1988). Decision rules in the perception and categorization of multidimensional stimuli. Journal of Experimental Psychology: Learning, Memory, and Cognition, 14(1), 33.
Ashby, F. G., & Maddox, W. T. (1990). Integrating information from separable psychological dimensions. Journal of Experimental Psychology: Human Perception and Performance, 16(3), 598.
Ashby, F. G., & Maddox, W. T. (2005). Human category learning. Annu. Rev. Psychol., 56, 149-178.
Ashby, F. G., Paul, E. J., & Maddox, W. T. (2011). 4 COVIS. Formal approaches in categorization, 65.
Ashby, F. G., & Townsend, J. T. (1986). Varieties of perceptual independence. Psychological review, 93(2), 154.
Brainard, D. H., & Vision, S. (1997). The psychophysics toolbox. Spatial vision, 10, 433-436.
Conaway, N., & Kurtz, K. J. (2015). A Dissociation between Categorization and Similarity to Exemplars. Paper presented at the CogSci.
Conaway, N., & Kurtz, K. J. (2017). Similar to the category, but not the exemplars: A study of generalization. Psychonomic Bulletin & Review, 24(4), 1312-1323.
Craig, S., & Lewandowsky, S. (2012). Whichever way you choose to categorize, working memory helps you learn. Quarterly Journal of Experimental Psychology, 65(3), 439-464.
DeCaro, M. S., Carlson, K. D., Thomas, R. D., & Beilock, S. L. (2009). When and how less is more: Reply to Tharp and Pickering. Cognition, 111(3), 415-421.
DeCaro, M. S., Thomas, R. D., & Beilock, S. L. (2008). Individual differences in category learning: Sometimes less working memory capacity is better than more. Cognition, 107(1), 284-294.
Donkin, C., Newell, B. R., Kalish, M., Dunn, J. C., & Nosofsky, R. M. (2015). Identifying strategy use in category learning tasks: A case for more diagnostic data and models. Journal of Experimental Psychology: Learning, Memory, and Cognition, 41(4), 933.
Edmunds, C., Milton, F., & Wills, A. J. (2015). Feedback can be superior to observational training for both rule-based and information-integration category structures. The Quarterly Journal of Experimental Psychology, 68(6), 1203-1222.
Erickson, M. A., & Kruschke, J. K. (1998). Rules and exemplars in category learning. Journal of experimental psychology: General, 127(2), 107.
Estes, W. K. (1994). Classification and cognition: Oxford University Press.
Filoteo, J. V., Lauritzen, S., & Maddox, W. T. (2010). Removing the frontal lobes: The effects of engaging executive functions on perceptual category learning. Psychological Science, 21(3), 415-423.
Fried, L. S., & Holyoak, K. J. (1984). Induction of category distributions: A framework for classification learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 10(2), 234.
Garner, W. R. (2014). The processing of information and structure: Psychology Press.
Garner, W. R., & Felfoldy, G. L. (1970). Integrality of stimulus dimensions in various types of information processing. Cognitive psychology, 1(3), 225-241.
Gluck, M. A., & Bower, G. H. (1988). From conditioning to category learning: An adaptive network model. Journal of experimental psychology: General, 117(3), 227.
Kalish, M. L., Lewandowsky, S., & Kruschke, J. K. (2004). Population of linear experts: knowledge partitioning and function learning. Psychological review, 111(4), 1072.
Kruschke, J. K. (1992). ALCOVE: an exemplar-based connectionist model of category learning. Psychological review, 99(1), 22.
Kruschke, J. K. (2011). Model of attentional learning. In E. M. Pothos & A. J. Wills (Eds.), Formal approaches in categorization
Cambridge University Press.
Kurtz, K. J. (2007). The divergent autoencoder (DIVA) model of category learning. Psychonomic Bulletin & Review, 14(4), 560-576.
Levering, K. R., & Kurtz, K. J. (2015). Observation versus classification in supervised category learning. Memory & Cognition, 43(2), 266-282.
Lewandowsky, S. (2011). Working memory capacity and categorization: individual differences and modeling. Journal of Experimental Psychology: Learning, Memory, and Cognition, 37(3), 720.
Lewandowsky, S., Kalish, M., & Griffiths, T. L. (2000). Competing strategies in categorization: Expediency and resistance to knowledge restructuring. Journal of Experimental Psychology: Learning, Memory, and Cognition, 26(6), 1666.
Lewandowsky, S., Kalish, M., & Ngang, S. (2002). Simplified learning in complex situations: Knowledge partitioning in function learning. Journal of experimental psychology: General, 131(2), 163.
Lewandowsky, S., & Kirsner, K. (2000). Knowledge partitioning: Context-dependent use of expertise. Memory & Cognition, 28(2), 295-305.
Lewandowsky, S., Oberauer, K., Yang, L.-X., & Ecker, U. K. (2010). A working memory test battery for MATLAB. Behavior Research Methods, 42(2), 571-585.
Lewandowsky, S., Roberts, L., & Yang, L.-X. (2006). Knowledge partitioning in categorization: Boundary conditions. Memory & Cognition, 34(8), 1676-1688.
Lewandowsky, S., Yang, L.-X., Newell, B. R., & Kalish, M. L. (2012). Working memory does not dissociate between different perceptual categorization tasks. Journal of Experimental Psychology: Learning, Memory, and Cognition, 38(4), 881.
Maddox, W. T., & Ashby, F. G. (1993). Comparing decision bound and exemplar models of categorization. Perception & Psychophysics, 53(1), 49-70.
Maddox, W. T., & Ashby, F. G. (2004). Dissociating explicit and procedural-learning based systems of perceptual category learning. Behavioural Processes, 66(3), 309-332.
Maddox, W. T., & David, A. (2005). Delayed feedback disrupts the procedural-learning system but not the hypothesis-testing system in perceptual category learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 31(1), 100.
Maddox, W. T., Love, B. C., Glass, B. D., & Filoteo, J. V. (2008). When more is less: Feedback effects in perceptual category learning. Cognition, 108(2), 578-589.
Matsuka, T. (2004). Generalized exploratory model of human category learning. International Journal of Computational Intelligence, 1(1).
Medin, D. L., & Schaffer, M. M. (1978). Context theory of classification learning. Psychological review, 85(3), 207.
Newell, B. R., Dunn, J. C., & Kalish, M. (2010). The dimensionality of perceptual category learning: A state-trace analysis. Memory & Cognition, 38(5), 563-581.
Newell, B. R., Dunn, J. C., & Kalish, M. (2011). Systems of category learning: fact or fantasy? Psychology of learning and motivation (Vol. 54, pp. 167-215): Elsevier.
Nosofsky, R. M. (1986). Attention, similarity, and the identification–categorization relationship. Journal of experimental psychology: General, 115(1), 39.
Nosofsky, R. M. (1987). Attention and learning processes in the identification and categorization of integral stimuli. Journal of Experimental Psychology: Learning, Memory, and Cognition, 13(1), 87.
Nosofsky, R. M., & Johansen, M. K. (2000). Exemplar-based accounts of" multiple-system" phenomena in perceptual categorization. Psychonomic Bulletin and Review, 7(3), 375-402.
Nosofsky, R. M., & Kruschke, J. K. (2002). Single-system models and interference in category learning: Commentary on Waldron and Ashby (2001). Psychonomic Bulletin & Review, 9(1), 169-174.
Nosofsky, R. M., Palmeri, T. J., & McKinley, S. C. (1994). Rule-plus-exception model of classification learning. Psychological review, 101(1), 53.
Nosofsky, R. M., Stanton, R. D., & Zaki, S. R. (2005). Procedural interference in perceptual classification: Implicit learning or cognitive complexity? Memory & Cognition, 33(7), 1256-1271.
Reed, S. K. (1972). Pattern recognition and categorization. Cognitive psychology, 3(3), 382-407.
Rips, L. J., & Collins, A. (1993). Categories and resemblance. Journal of experimental psychology: General, 122(4), 468.
Rosch, E., & Mervis, C. B. (1975). Family resemblances: Studies in the internal structure of categories. Cognitive psychology, 7(4), 573-605.
Roth, E. M., & Shoben, E. J. (1983). The effect of context on the structure of categories. Cognitive psychology, 15(3), 346-378.
Rumelhart, D. E., Hinton, G. E., & Williams, R. J. (1986). Learning representations by back-propagating errors. nature, 323(6088), 533.
Shepard, R. N. (1986). Discrimination and generalization in identification and classification: Comment on Nosofsky.
Smith, D. J., & Minda, J. P. (1998). Prototypes in the mist: The early epochs of category learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 24(6), 1411.
Smith, D. J., & Minda, J. P. (2000). Thirty categorization results in search of a model. Journal of Experimental Psychology: Learning, Memory, and Cognition, 26(1), 3.
Smith, E. E., & Sloman, S. A. (1994). Similarity-versus rule-based categorization. Memory & Cognition, 22(4), 377-386.
Yang, L.-X. (2016, November). A reference point explanation for XOR extrapolation in categorization with kernel methods. Paper presented at the 57th annual meeting of the Psychonomic Society, Boston, America.
Yang, L.-X. (2017, November). Individual differences in categorization strategy and working memory capacity. Paper presented at the 58th annual meeting of the Psychonomic Society, Vancouver, Canada.
Yang, L.-X., & Lewandowsky, S. (2003). Context-gated knowledge partitioning in categorization. Journal of Experimental Psychology: Learning, Memory, and Cognition, 29(4), 663.
Yang, L.-X., & Lewandowsky, S. (2004). Knowledge partitioning in categorization: constraints on exemplar models. Journal of Experimental Psychology: Learning, Memory, and Cognition, 30(5), 1045.
Zeithamova, D., & Maddox, W. T. (2006). Dual-task interference in perceptual category learning. Memory & Cognition, 34(2), 387-398. |
