Dual-task interference in perceptual category learning.
The effect of a working-memory-demanding dual task on perceptual category learning was investigated. In Experiment 1, participants learned unidimensional rule-based or information integration category structures. In Experiment 2, participants learned a conjunctive rule-based category structure. In Experiment 1, unidimensional rule-based category learning was disrupted more by the dual working memory task than was information integration category learning. In addition, rule-based category learning differed qualitatively from information integration category learning in yielding a bimodal, rather than a normal, distribution of scores. Experiment 2 showed that rule-based learning can be disrupted by a dual working memory task even when both dimensions are relevant for optimal categorization. The results support the notion of at least two systems of category learning a hypothesis-testing system that seeks verbalizable rules and relies on working memory and selective attention, and an implicit system that is procedural-learning based and is essentially automatic.
Zeithamova
Dagmar
D
Department of Psychology, University of Texas, Austin, Texas 78712, USA. zeithamova@mail.utexas.edu
Maddox
W Todd
WT
D001245:Association Learning; D001288:Attention; D032882:Comprehension; D003210:Concept Formation; D003867:Depth Perception; D004193:Discrimination Learning; D006801:Humans; D008570:Memory, Short-Term; D009483:Neuropsychological Tests; D009949:Orientation; D010364:Pattern Recognition, Visual; D011340:Problem Solving; D011601:Psychophysics