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Conceptual Anchoring Dissociates Implicit and Explicit Category Learning

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Title: Conceptual Anchoring Dissociates Implicit and Explicit Category Learning
Language: English
Authors: Smith, J. David, Jackson, Brooke N. (ORCID 0000-0002-1897-9590), Adamczyk, Markie N., Church, Barbara A. (ORCID 0000-0002-1392-9121)
Source: Journal of Experimental Psychology: Learning, Memory, and Cognition. Jun 2022 48(6):813-828.
Availability: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Peer Reviewed: Y
Page Count: 16
Publication Date: 2022
Sponsoring Agency: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (DHHS/NIH)
Contract Number: R01HD093690
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Classification, Concept Formation, Perception, Learning Processes, Undergraduate Students, Visual Stimuli
Geographic Terms: Georgia
DOI: 10.1037/xlm0000856
ISSN: 0278-7393
1939-1285
Abstract: Categorization researchers have long debated the possibility of multiple category-learning systems. The need persists for paradigms that dissociate explicit-declarative category-learning processes (featuring verbalizable category rules) from implicit-procedural processes (featuring stimulus-response associations lying beneath declarative cognition). The authors contribute a new paradigm, using perfectly matched exclusive-or (XOR) category tasks differing only in the availability or absence of easily verbalizable conceptual content. This manipulation transformed learning. The conceptual task alone was learned suddenly, by insightful rule discovery, producing explicit-declarative XOR knowledge. The perceptual task was learned more gradually, consistent with associative-learning processes, producing impoverished declarative knowledge. We also tested participants under regimens of immediate and deferred reinforcement. The conceptual task alone was learned through processes that survive the loss of trial-by-trial reinforcement. All results support the idea that humans have perceptual-associative processes for implicit learning, but also an overlain conceptual system that under the right circumstances constitutes a parallel explicit--declarative category-learning system.
Abstractor: As Provided
Notes: https://osf.io/ystr9/?
Entry Date: 2023
Accession Number: EJ1373488
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Smith%2C+J%2E+David%22">Smith, J. David</searchLink><br /><searchLink fieldCode="AR" term="%22Jackson%2C+Brooke+N%2E%22">Jackson, Brooke N.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1897-9590">0000-0002-1897-9590</externalLink>)<br /><searchLink fieldCode="AR" term="%22Adamczyk%2C+Markie+N%2E%22">Adamczyk, Markie N.</searchLink><br /><searchLink fieldCode="AR" term="%22Church%2C+Barbara+A%2E%22">Church, Barbara A.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1392-9121">0000-0002-1392-9121</externalLink>)
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  Data: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
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  Data: 16
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  Data: 2022
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  Data: <searchLink fieldCode="DE" term="%22Georgia%22">Georgia</searchLink>
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  Data: 10.1037/xlm0000856
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  Data: 0278-7393<br />1939-1285
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  Data: Categorization researchers have long debated the possibility of multiple category-learning systems. The need persists for paradigms that dissociate explicit-declarative category-learning processes (featuring verbalizable category rules) from implicit-procedural processes (featuring stimulus-response associations lying beneath declarative cognition). The authors contribute a new paradigm, using perfectly matched exclusive-or (XOR) category tasks differing only in the availability or absence of easily verbalizable conceptual content. This manipulation transformed learning. The conceptual task alone was learned suddenly, by insightful rule discovery, producing explicit-declarative XOR knowledge. The perceptual task was learned more gradually, consistent with associative-learning processes, producing impoverished declarative knowledge. We also tested participants under regimens of immediate and deferred reinforcement. The conceptual task alone was learned through processes that survive the loss of trial-by-trial reinforcement. All results support the idea that humans have perceptual-associative processes for implicit learning, but also an overlain conceptual system that under the right circumstances constitutes a parallel explicit--declarative category-learning system.
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  Data: 2023
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