creators_name: Voiklis, John creators_name: Corter, James creators_id: jv37@columbia.edu creators_id: corter@tc.edu editors_name: Love, Brad editors_name: McRae, Ken editors_name: Sloutsky, Vladimir type: confposter datestamp: 2008-12-04 17:28:55 lastmod: 2011-03-11 08:57:17 metadata_visibility: show title: Cooperative Categorization: Coordination of Reference and Categories in Learning a Joint Prediction Task ispublished: pub subjects: soc-psy subjects: cog-psy subjects: psy-ling subjects: behav-anal full_text_status: public keywords: communication language-games categorization decision-making coordination joint-action abstract: We investigated the interaction of structure and convention in the emergence of schemes for joint reference in the context of indirect category learning. Participants worked individually or in dyads to learn a set of functionally-defined categories, instantiated as supposed alien creatures. The perceptual structure of these categories was complex: one function could be predicted by a unidimensional rule but the other was defined by a family-resemblance substructure. In addition to the main function-prediction task, each learner worked individually to sort the exemplars (pre- and post-function prediction) and in an individual prediction test that yielded selective attention data. Dyadic learners predicted the functional features with significantly greater accuracy compared to individual learners. This dyadic advantage was even greater for predicting the simple rule-based function compared to the FR function. Also, the post-task sorts produced by dyadic learners correlated more closely to the true categories than did those of individual learners. date: 2008-07 date_type: published publisher: Cognitive Science Society refereed: FALSE referencetext: Chiu, C. Y., Krauss, R. M., & Lau, I. Y. M. (1998). Some Cognitive Consequences of Communication. In S. R. Fussell & K. R. J. (Eds.), Social and cognitive approaches to interpersonal communication. Hillsdale, NJ: Erlbaum. Clark, A. (2006). Language, embodiment, and the cognitive niche. Trends in Cognitive Sciences, 10(8), 370-374. Clark, H. H., & Wilkes-Gibbs, D. (1986). Referring as a collaborative process. Cognition, 22(1), 1-39. Jolicoeur, P., Gluck, M. A., & Kosslyn, S. M. (1984). Pictures and names: Making the connection. Cognitive Psychology, 16(2), 243-275. Malt, B. C., & Sloman, S. A. (2004). Conversation and convention: Enduring influences on name choice for common objects. Memory and Cognition, 32(8), 1346-1354. Markman, A. B., & Makin, V. S. (1998). Referential communication and category acquisition. Journal of Experimental Psychology: General, 127(4), 331-354. Minda, J. P., & Ross, B. H. (2004). Learning categories by making predictions: An investigation of indirect category learning. Memory & Cognition, 32. Schooler, J., & Engstler-Schooler, T. (1990). Verbal overshadowing of visual memories: Some things are better left unsaid. Cognitive Psychology, 22(1), 36-71. citation: Voiklis, John and Corter, James (2008) Cooperative Categorization: Coordination of Reference and Categories in Learning a Joint Prediction Task. [Conference Poster] document_url: http://cogprints.org/6288/1/Voiklis_CogSci2008_Poster.0721.pdf