One-back reinforcement dissociates implicit-procedural and explicit-declarative category learning.
The debate over unitary/multiple category-learning utilities is reminiscent of debates about multiple memory systems and unitary/dual codes in knowledge representation. In categorization, researchers continue to seek paradigms to dissociate explicit learning processes (yielding verbalizable rules) f...
| Published in: | Memory & Cognition Vol. 46; no. 2; pp. 261 - 274 |
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| Main Authors: | , , , |
| Format: | Article |
| Published: |
Springer Nature
Feb2018
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| Subjects: | |
| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=127996161&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 127996161 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 0090502X MEG jtl: Memory & Cognition issn: 0090502X maglogo: N pubinfo: dt: Feb2018 vid: 46 iid: 2 pid: 237 pub: Springer Nature artinfo: ui: 127996161 10.3758/s13421-017-0762-8 ppf: 261 ppct: 13 formats: fmt: @attributes: type: P size: 1.4MB tig: atl: One-back reinforcement dissociates implicit-procedural and explicit-declarative category learning. aug: au: Smith, J. David Jamani, Sonia Boomer, Joseph Church, Barbara A. affil: Department of Psychology, Georgia State University, Atlanta, GA, USA University at Buffalo, The State University of New York, New York, NY, USA Language Research Center, Georgia State University, Atlanta, GA, USA su: Cognition Intellect Memory Recognition (Psychology) Reinforcement (Psychology) Learning strategies Thought & thinking sug: subj: Cognition Intellect Memory Recognition (Psychology) Reinforcement (Psychology) Learning strategies Thought & thinking keyword: Associative learning Category learning Category rules Explicit cognition Procedural learning Associative learning Category learning Category rules Explicit cognition Procedural learning ab: The debate over unitary/multiple category-learning utilities is reminiscent of debates about multiple memory systems and unitary/dual codes in knowledge representation. In categorization, researchers continue to seek paradigms to dissociate explicit learning processes (yielding verbalizable rules) from implicit learning processes (yielding stimulus-response associations that remain outside awareness). We introduce a new dissociation here. Participants learned matched category tasks with a multidimensional, informationintegration solution or a one-dimensional, rule-based solution. They received reinforcement immediately (0-Back reinforcement) or after one intervening trial (1-Back reinforcement). Lagged reinforcement eliminated implicit, information-integration category learning but preserved explicit, rule-based learning. Moreover, information-integration learners facing lagged reinforcement spontaneously adopted explicit rule strategies that poorly suited their task. The results represent a strong process dissociation in categorization, broadening the range of empirical techniques for testing the multiple-process theoretical perspective. This and related methods that disable associative learning--fostering a transition to explicit-declarative cognition--could have broad utility in comparative, cognitive, and developmental science. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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