Disrupting feedback processing interferes with rule-based but not information-integration category learning.
The effect of a sequentially presented memory scanning task on rule-based and information-integration category learning was investigated. On each trial in the short feedback-processing time condition, memory scanning immediately followed categorization. On each trial in the long feedback-processing time condition, categorization was followed by a 2.5-sec delay and then memory scanning. In the control condition, no memory scanning was required. Rule-based category learning was significantly worse in the short feedback-processing time condition than in the long feedback-processing time condition or control condition, whereas information-integration category learning was equivalent across conditions. In the rule-based condition, a smaller proportion of observers learned the task in the short feedback-processing time condition, and those who learned took longer to reach the performance criterion than did those in the long feedback-processing time or control condition. No differences were observed in the information integration task. These results provide support for a multiple-systems approach to category learning and argue against the validity of single-system approaches.
University of Texas, Department of Psychology, Austin, Texas 78712, USA. maddox@psy.utexas.edu
W Todd
WT
Maddox
F Gregory
FG
Ashby
A David
AD
Ing
Alan D
AD
Pickering
D005246:Feedback; D006801:Humans; D007858:Learning; D008568:Memory; D008606:Mental Processes; D011930:Reaction Time