Deferred feedback sharply dissociates implicit and explicit category learning.

ABSTRACT: The controversy over multiple category-learning systems is reminiscent of the controversy over multiple memory systems. Researchers continue to seek paradigms to sharply dissociate explicit category-learning processes (featuring category rules that can be verbalized) from implicit category-learning processes (featuring learned stimulus-response associations that lie outside declarative cognition). We contribute a new dissociative paradigm, adapting the technique of deferred-rearranged reinforcement from comparative psychology. Participants learned matched category tasks that had either a one-dimensional, rule-based solution or a multidimensional, information-integration solution. They received feedback either immediately or after each block of trials, with the feedback organized such that

SUBMITTER: Smith JD 

PROVIDER: S-EPMC3946254 | biostudies-literature | 2014 Feb

REPOSITORIES: biostudies-literature