抄録
Subjects were presented with a set of geometric figures that were formed by transforming in various degrees a prototype figure, and then were tested for recognition on a set consisting of the old examples, the prototype, and the new variations. Presentation and test were repeated in two sessions. Mean recognition ratings for old examples were superior to those for new examples. This difference between old and new examples increased with sessions. Only for new examples, recognition ratings were related to the transformational distance from the prototype. The results were interpreted as follows: In the early stages of learning, the subjects classified the test patterns according to the information about individual examples as well as the transformational distance from the prototype, but in the latter stage they used more intensely the information about specific examples.
