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Tag: Associative Learning

One-back reinforcement dissociates implicit-procedural and explicit-declarative category learning

Published in: Memory & Cognition, Volume 46, Issue 2, 261-273 Abstract “The debate over unitary/multiple category-learning utilities is reminiscent of debates about multiple memory systems and unitary/dual codes in knowledge representation. In categorization, researchers continue to seek paradigms to dissociate explicit learning processes (yielding verbalizable rules) from implicit learning processes (yielding stimulus–response associations that remain outside awareness). We introduce a new dissociation here. Participants learned matched category tasks with a multidimensional, information-integration solution or a one-dimensional, rule-based solution. They received reinforcement immediately (0-Back reinforcement) or after one intervening trial (1-Back reinforcement). Lagged reinforcement eliminated implicit, information-integration category learning but preserved explicit,… Read More

Long-term associative learning predicts verbal short-term memory performance

Published in: Memory & Cognition, Volume 46, Issue 2, 216-229 Abstract “Studies using tests such as digit span and nonword repetition have implicated short-term memory across a range of developmental domains. Such tests ostensibly assess specialized processes for the short-term manipulation and maintenance of information that are often argued to enable long-term learning. However, there is considerable evidence for an influence of long-term linguistic learning on performance in short-term memory tasks that brings into question the role of a specialized short-term memory system separate from long-term knowledge. Using natural language corpora, we show experimentally and computationally that performance on three widely… Read More