Analogical transfer in perceptual categorization

Casale, Michael; Roeder, Jessica L.; Ashby, F. Gregory

doi:10.3758/s13421-011-0154-4

Cited by 49 publications

(67 citation statements)

References 49 publications

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“…Under this view, intentional processes might be necessary both during acquisition to encode the repeating elements and also during test to retrieve those elements and apply them to the test string at hand. Indeed, Cásale, Roeder, and Ashby (2012) found almost perfect analogical transfer in rule-based tasks believed to rely heavily on explicit hypothesistesting, and no evidence of analogical transfer in implicit information-integration tasks. Given the presumed reliance on intentional processing, we might expect a dual-task to severely impair transfer performance to the extent that it relies upon abstract analogy leaming.…”

Section: Experiments 2: Effects Of a Working Memory Dualtask On Transfmentioning

confidence: 96%

Using dual-task methodology to dissociate automatic from nonautomatic processes involved in artificial grammar learning.

Hendricks

Conway

Kellogg

2013

Journal of Experimental Psychology: Learning, Memory, and Cogni

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Previous studies have suggested that both automatic and intentional processes contribute to the learning of grammar and fragment knowledge in artificial grammar learning (AGL) tasks. To explore the relative contribution of automatic and intentional processes to knowledge gained in AGL, we utilized dual-task methodology to dissociate automatic and intentional grammar- and fragment-based knowledge in AGL at both acquisition and at test. Both experiments used a balanced chunk strength grammar to assure an equal proportion of fragment cues (i.e., chunks) in grammatical and nongrammatical test items. In Experiment 1, participants engaged in a working memory dual-task either during acquisition, test, or both acquisition and test. The results showed that participants performing the dual-task during acquisition learned the artificial grammar as well as the single-task group, presumably by relying on automatic learning mechanisms. A working memory dual-task at test resulted in attenuated grammar performance, suggesting a role for intentional processes for the expression of grammatical learning at test. Experiment 2 explored the importance of perceptual cues by changing letters between the acquisition and test phase; unlike Experiment 1, there was no significant learning of grammatical information for participants under dual-task conditions in Experiment 2, suggesting that intentional processing is necessary for successful acquisition and expression of grammar-based knowledge under transfer conditions. In sum, it appears that some aspects of learning in AGL are indeed relatively automatic, although the expression of grammatical information and the learning of grammatical patterns when perceptual similarity is eliminated both appear to require explicit resources.

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Section: Experiments 2: Effects Of a Working Memory Dualtask On Transfmentioning

confidence: 96%

Using dual-task methodology to dissociate automatic from nonautomatic processes involved in artificial grammar learning.

Hendricks

Conway

Kellogg

2013

Journal of Experimental Psychology: Learning, Memory, and Cogni

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show abstract

“…This prevents participants from keeping the stimulus they had just seen available in iconic memory as reinforcement arrives (Maddox, Ashby, & Bohil, 2003; Maddox, Bohil, & Ing, 2004; Nomura, et al, 2007). Others have not deemed this mask necessary (Ashby & Crossley, 2010; Casale, Roeder, & Ashby, 2012; Smith, Beran, Crossley, Boomer, & Ashby, 2010). …”

Section: Methodsmentioning

confidence: 99%

The time course of explicit and implicit categorization

Smith

Zakrzewski

Herberger

et al. 2015

Atten Percept Psychophys

Self Cite

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Contemporary theory in cognitive neuroscience distinguishes, among the processes and utilities that serve categorization, explicit and implicit systems of category learning that learn, respectively, category rules by active hypothesis testing or adaptive behaviors by association and reinforcement. Little is known about the time course of categorization within these systems. Accordingly, the present experiments contrasted tasks that fostered explicit categorization (because they had a one-dimensional, rule-based solution) or implicit categorization (because they had a two-dimensional, information-integration solution). In Experiment 1, participants learned categories under unspeeded or speeded conditions. In Experiment 2, they applied previously trained category knowledge under unspeeded or speeded conditions. Speeded conditions selectively impaired implicit category learning and implicit mature categorization. These results illuminate the processing dynamics of explicit/implicit categorization.

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“…In practice, this means that new knowledge is compared with already existing neural patterns and that the visual system organizes a multiplicity of data in stable, delimited, simplified structures. These basic classifications of thoughts and behaviours are organized in complex schemas, which enable analogue transmission and recognition of common experiences and semantic preferences, which can be maintained in relatively stable frameworks (Casale et al, 2012). This also means that the moment when certain cognitive categori zations become well-established, it can be extremely difficult to think 'beyond them' because the neurons firing within these schemas can be very strong, just as the different schemata can be deeply embedded in each other.…”

Section: Inertia In Distributed Classificatory Processesmentioning

confidence: 99%

From Neural Synapses to Culture-Historical Boundaries: An Archaeological Comment on the Plastic Mind

Løvschal

2014

J Cogn Cult

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This paper contributes with a study of how something that is initially introduced as a 'technology of spatial distribution' develops into a 'technology of the mind'. Boundaries are a phenomenon deeply rooted in social perception and cognitive categorization, which also involves material processes that can sometimes be studied in an archaeo logical record. In later prehistory, the physical instantiation of this technology offered a solution to a wide range of economic and social problems, posed by an increasingly filled-in and more permanently settled landscape. Important aspects of its initial con ceptual and cultural incorporation lasted more than a millennium. However, once this technology attached conceptually as well as culturally, it entailed a quantitative accel eration and became part of a long-term development, the social and juridical conse quences of which can be traced far up in historical times. This case is used to discuss the importance of unfolding both the plastic aspects of human cognition and the slow, pro tracted and long-term aspects involved in cultural changes. KeywordsConceptual plasticity -inertia -concretization -bounded rationality -prehistoric boundaries -long-term perspective -critical mass

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Analogical transfer in perceptual categorization

Cited by 49 publications

References 49 publications

Using dual-task methodology to dissociate automatic from nonautomatic processes involved in artificial grammar learning.

Using dual-task methodology to dissociate automatic from nonautomatic processes involved in artificial grammar learning.

The time course of explicit and implicit categorization

From Neural Synapses to Culture-Historical Boundaries: An Archaeological Comment on the Plastic Mind

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