This line of research contrasted different theories of how people learn novel object categories. These include models that assume that people abstract category prototypes, that people abstract simple category rules, or that people remember particular category exemplars. Models were contrasted on their quantitative accounts of observed rates of category learning as well as their qualitative predictions of the difficulty of learning certain categorization problems or categorizing certain category exemplars.

Palmeri, T.J., & Mack, M.L. (2015). How experimental trial context affects perceptual category learning. Frontiers in Psychology.

Richler, J.J., & Palmeri, T.J. (2014). Visual category learning. Wiley Interdisciplinary Reviews in Cognitive Science, 5, 75-94.

Palmeri, T.J., & Nosofsky, R.M. (2001). Central tendencies, extreme points, and prototype enhancement effects in ill-defined perceptual categorization. The Quarterly Journal of Experimental Psychology, 54, 197-235.

Palmeri, T.J., & Flanery, M.A. (2001). Prototype abstraction in category learning? Proceedings of the Twenty-Third Annual Meeting of the Cognitive Science Society (peer-reviewed proceedings paper), Boston, MA.

Palmeri, T.J. (1999). Learning hierarchically structured categories: A comparison of category learning models. Psychonomic Bulletin & Review, 6, 495-503.

Nosofsky, R.M., & Palmeri, T.J. (1996). Learning to classify integral-dimension stimuli. Psychonomic Bulletin & Review, 3, 222-226.

Nosofsky, R.M., Gluck, M., Palmeri, T.J., McKinley, S.C., & Glauthier, P. (1994). Comparing models of rule-based classification learning: A replication and extension of Shepard, Hovland, and Jenkins (1961). Memory & Cognition, 22, 352-369.