Referential communication and indirect category learning--论文代写范文精选

此外,沟通可能促进合作者的动机，允许他们利用不同的期望，启发每一个合作者的任务。在解释简单二元学习者中观察到的优势,我认为隐式判断也许更困难。下面的essay代写范文进行讨论。

Abstract 
This study investigates the interaction of referential communication and the structure of perceptual features on the joint processes of inventing a referential lexicon for novel objects and discovering the functional significance of those objects during an indirect category learning activity. During the learning task, participants worked either individually or as cooperative dyads to learn four combinations of orthogonal functional features—nutritive vs. not nutritive and destructive vs. not destructive—that defined four categories of fictional extra-terrestrial creatures. These categories were not specifically identified or labeled; rather, participants had to infer them indirectly as they predicted the functions. Also, these functionally defined categories exhibited a complex perceptual structure: a unidimensional (simple) rule predicted one function, while a family resemblance (complex) sub-structure predicted the other function. The function-learning task yielded function prediction data. 

In addition, each learner worked individually to sort the creatures (pre- and post-function learning) and to predict their functions in an individual function prediction posttest that also yielded selective attention data. Together, the prediction data, sort data, and selective attention data supported three a priori hypotheses. Referential communication generates conceptual homogeneity (H3) and enhances indirect category learning (H1), though simple rules are learned earlier and better than complex relationships (H2). In explaining the learning advantages observed among dyadic learners, I argue that referential communication may highlight attention to relationships between features (perceptual and functional) and actions as well as render such relationships more memorable. 

Moreover, communication may foster greater motivation among collaborators and may allow them to take advantage of the differing expectations and heuristics each collaborator brings to the task. In explaining the simplicity advantages observed among dyadic learners, I argue that referential communication may provide explicit “rules” for otherwise implicit (and perhaps more difficult) judgements. Dyads appear to have established reference to simple rules earlier than they established reference to complex rules; thus, they could explicitly (and perhaps more easily) learn the simple rule earlier than the complex rule. Finally, in explaining the conceptual homogeneity between and within dyads, I consider whether communication pushes “public” conceptualizations and publicly-formed “private” conceptualizations towards a limited range of widely shareable conceptual structures.

INTRODUCTION
Human beings engage in myriad joint activities: a parent and child jointly build a Lego robot; two families jointly plan and execute a wedding celebration; a far-flung group of scholars and researchers jointly develop a domain of knowledge. The successful performance of these and other joint activities requires the coordination of actions (Schelling, 1960); the coordination of actions presupposes the coordination of intentions, assumptions, and beliefs that drive those actions (Lewis, 1969; Stalnaker, 1978, 2002; Clark, 1996). Referential communication can facilitate these multiple levels of coordination (cf., Bangerter & Clark, 2003; Sacks, Schegloff, & Jefferson, 1974).

An Example of Coordination 
Through Referential Communication Imagine the following exchange between Alpha and Beta (named for their status in the kitchen) as they prepare a meal to impress their new girlfriends, Bonita and Belle (named for their beauty). Inspired by a mutton shank, Alpha requests, “heat up the tagine, while I dice the aromatics.” At the cookware cabinet, Beta asks, “the heavy one with the flat lid?” “No,” clarifies Alpha, “that’s the dutch oven. We need the ceramic one with the conical lid.” “Ok;” Beta confirms and asks, “should I put on a kettle for couscous, while 2 I’m at it?” While the conversation between Alpha and Beta could continue in this way over multiple pages, this much of the exchange suffices to illustrate how referential communication helps them coordinate their culinary seduction of Bonita and Belle.（essay代写)

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