Category learning with minimal prior knowledge

In 6 experiments, the authors examined the use of prior knowledge in catego ry learning. Previous studies of the effects of knowledge on category learn ing have used categories in which knowledge was related to all of the categ ory's features. However, people's knowledge of real-world categories often consists of many "rote" features that are not related to their prior knowle dge. Five experiments found that even minimal prior knowledge (I knowledge- relevant feature and 5 rote features per exemplar) can facilitate category learning. Posttests revealed that although the knowledge aided learning, su bjects also acquired the rote features that were not related to knowledge, contradicting predictions of an attentional explanation of the knowledge ef fect. The results of Experiment 6 suggested that subjects attempt to link e ven rote features to their knowledge.