Categorical consistency facilitates implicit learning of color-number associations.

ABSTRACT: In making sense of the environment, we implicitly learn to associate stimulus attributes that frequently occur together. Is such learning favored for categories over individual items? Here, we introduce a novel paradigm for directly comparing category- to item-level learning. In a category-level experiment, even numbers (2,4,6,8) had a high-probability of appearing in blue, and odd numbers (3,5,7,9) in yellow. Associative learning was measured by the relative performance on trials with low-probability (p = .09) to high-probability (p = .91) number colors. There was strong evidence for associative learning: low-probability performance was impaired (40ms RT increase and 8.3% accuracy decrease relative to high-probability). This was not the case in an item-level experiment with a different gr

SUBMITTER: Retter TL 

PROVIDER: S-EPMC10332609 | biostudies-literature | 2023

REPOSITORIES: biostudies-literature