The effect of deferring feedback on rule-based and information-integration category learning.

ABSTRACT: Previous work has shown that deferring feedback significantly impairs two-dimensional information-integration category learning, often thought to recruit an implicit learning system, but leaves intact unidimensional rule-based learning, commonly assumed to engage an explicit system. These results were taken to support the influential COmpetition between Verbal and Implicit Systems (COVIS) dual-process theory. This conclusion has subsequently been challenged by the finding that this dissociation disappears when the number of relevant dimensions is matched between tasks. However, as well as replacing a unidimensional rule-based task with a two-dimensional conjunction task, a different set of stimuli were used making it unclear which of these alterations was driving the difference in results.

SUBMITTER: Edmunds CER 

PROVIDER: S-EPMC11970646 | biostudies-literature | 2025

REPOSITORIES: biostudies-literature