Associative Learning – ESC Research

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 […]

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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