Abstract

Five experiments explored the question of whether new perceptual units can be developed if they are diagnostic for a category learning task, and if so, what are the constraints on this unitization process? During category learning, participants were required to attend either a single component or a conjunction of five components to correctly categorize an object. Evidence consistent with unitization was found in that the conjunctive task became much easier with practice, and this improvement was not found for the single component task, or for conjunctive tasks in which the components could not be unitized. Influences of

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