Error-driven learning in visual categorization and object recognition: a common-elements model

Fabian A Soto; Edward A Wasserman

doi:10.1037/a0018695

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Error-driven learning in visual categorization and object recognition: a common-elements model

Journal article

Peer reviewed

Error-driven learning in visual categorization and object recognition: a common-elements model

Fabian A Soto and Edward A Wasserman

Psychological review, Vol.117(2), pp.349-381

04/2010

DOI: 10.1037/a0018695

PMCID: PMC2930356

PMID: 20438230

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https://www.ncbi.nlm.nih.gov/pmc/articles/2930356View

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Abstract

A wealth of empirical evidence has now accumulated concerning animals' categorizing photographs of real-world objects. Although these complex stimuli have the advantage of fostering rapid category learning, they are difficult to manipulate experimentally and to represent in formal models of behavior. We present a solution to the representation problem in modeling natural categorization by adopting a common-elements approach. A common-elements stimulus representation, in conjunction with an error-driven learning rule, can explain a wide range of experimental outcomes in animals' categorization of naturalistic images. The model also generates novel predictions that can be empirically tested. We report 2 experiments that show how entirely hypothetical representational elements can nevertheless be subject to experimental manipulation. The results represent the first evidence of error-driven learning in natural image categorization, and they support the idea that basic associative processes underlie this important form of animal cognition.

Learning

Animals

Semantics

Models, Psychological

Psychological Theory

Cognition

Pattern Recognition, Visual

Details

Title: Subtitle: Error-driven learning in visual categorization and object recognition: a common-elements model
Creators: Fabian A Soto - Department of Psychology, University of Iowa, Iowa City, IA 52242, USA. fabian-soto@uiowa.edu
Edward A Wasserman
Resource Type: Journal article
Publication Details: Psychological review, Vol.117(2), pp.349-381
DOI: 10.1037/a0018695
PMID: 20438230
PMCID: PMC2930356
NLM abbreviation: Psychol Rev
ISSN: 0033-295X
eISSN: 1939-1471
Publisher: United States
Grant note: R01 EY019781-18 / NEI NIH HHS\nMH47313 / NIMH NIH HHS\nEY019781 / NEI NIH HHS\nR01 EY019781 / NEI NIH HHS\nR01 MH047313-17 / NIMH NIH HHS\nR01 MH047313 / NIMH NIH HHS
Language: English
Date published: 04/2010
Academic Unit: Psychological and Brain Sciences; Iowa Neuroscience Institute
Record Identifier: 9984070004302771

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