Procedural learning in perceptual categorization

Ashby, F. Gregory; Ell, Shawn W.; Waldron, Elliott M.

doi:10.3758/bf03196132

Cited by 166 publications

(241 citation statements)

References 43 publications

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“…Willingham, Wells, Farrell, and Stemwedel (2000) reported that switching hands on the response keys did not interfere with implicit SRT learning, but switching the location of the response keys caused significant interference. Ashby, Ell, and Waldron (2003) replicated this result with II category learning. More specifically, Ashby et al (2003) reported that switching the location of the category response keys interfered with II performance, but not with rule-based performance.…”

Section: Introductionsupporting

confidence: 78%

Response processes in information–integration category learning

Spiering¹,

Ashby²

2008

Neurobiology of Learning and Memory

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Much recent evidence suggests that human category learning is mediated by multiple systems. Evidence suggests that at least one of these depends on procedural learning within the basal ganglia. Information-integration categorization tasks are thought to load heavily on this procedural learning system. The results of several previous studies were interpreted to suggest that response positions are learned in information-integration tasks. This hypothesis was tested in two experiments. Experiment 1 showed that information-integration category learning was slowed but not disrupted when the spatial location of the responses varied randomly across trials. Experiment 2 showed that information-integration learning was impaired if category membership was signaled by responding to a yes/no question and the category label had no consistent spatial location. These results suggest that information-integration category learning does not require consistent response locations. In these experiments, a consistent association between a category and a response feature was sufficient. The implication of these results for the neurobiology of information-integration category learning is discussed.

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Section: Introductionsupporting

confidence: 78%

Response processes in information–integration category learning

Spiering¹,

Ashby²

2008

Neurobiology of Learning and Memory

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“…This result is counter-intuitive because it suggests that participants in the information-integration condition know the categories of the individual stimuli but that they cannot make a sameness judgment. 4 Yet, this result is consistent with previous studies of rule-based and information-integration category structures (e.g., Ashby et al, 2003;Waldron & Ashby, 2001), which suggest that the former are more abstract (and general), whereas the latter are more procedural (and specific). It was also predicted by the COVIS theory of categorization (Ashby et al, 1998), which suggests that information-integration category structures are learned using a procedural-based system that relies heavily on a consistent stimulus-response mapping.…”

supporting

confidence: 81%

“…To visualize the category structures, each stimulus can be 5 represented graphically by a point in a two-dimensional space like those shown in Figure 1 (with each axis representing a different stimulus dimension). Many studies have reported striking differences in how people learn with rule-based (the top panels and the bottom-right panel) versus information-integration (the bottom-left panel) category structures (e.g., Ashby, Ell, & Waldron, 2003;Ashby, Maddox, & Bohil, 2002;Maddox, Ashby, & Bohil, 2003;Maddox & Ing, 2005;Waldron & Ashby, 2001). In rule-based tasks, the optimal categorization strategy can be learned using an explicit reasoning process and is often easy to describe verbally (Ashby, Alfonso-Reese, Turken, & Waldron, 1998).…”

Section: Direct Classificationmentioning

confidence: 99%

Learning and transfer of category knowledge in an indirect categorization task

Hélie

Ashby

2011

Psychological Research

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“…In these information-integration tasks, the optimal strategy is difficult to verbalize and learning requires many repetitions (Ashby & Maddox, 2005). In line with the idea that procedural learning underlies information integration, it has been found that disrupting motor processing harms performance in information-integration tasks more strongly than performance with rule-based categorizations (Ashby, Ell, & Waldron, 2003;Maddox, Bohil, & Ing, 2004; but see Zaki & Kleinschmidt, 2014).…”

Section: Future Directionsmentioning

confidence: 85%

Pillars of judgment: How memory abilities affect performance in rule-based and exemplar-based judgments.

Hoffmann

Helversen

Rieskamp

2014

Journal of Experimental Psychology: General

108

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Making accurate judgments is an essential skill in everyday life. Although how different memory abilities relate to categorization and judgment processes has been hotly debated, the question is far from resolved. We contribute to the solution by investigating how individual differences in memory abilities affect judgment performance in 2 tasks that induced rule-based or exemplar-based judgment strategies. In a study with 279 participants, we investigated how working memory and episodic memory affect judgment accuracy and strategy use. As predicted, participants switched strategies between tasks. Furthermore, structural equation modeling showed that the ability to solve rule-based tasks was predicted by working memory, whereas episodic memory predicted judgment accuracy in the exemplar-based task. Last, the probability of choosing an exemplar-based strategy was related to better episodic memory, but strategy selection was unrelated to working memory capacity. In sum, our results suggest that different memory abilities are essential for successfully adopting different judgment strategies.

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Procedural learning in perceptual categorization

Cited by 166 publications

References 43 publications

Response processes in information–integration category learning

Response processes in information–integration category learning

Learning and transfer of category knowledge in an indirect categorization task

Pillars of judgment: How memory abilities affect performance in rule-based and exemplar-based judgments.

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