title: A note on DeCaro, Thomas, and Beilock (2008): further data demonstrate complexities in the assessment of information-integration category learning.
abstract: DeCaro et al. [DeCaro, M. S., Thomas, R. D., & Beilock, S. L. (2008). Individual differences in category learning: Sometimes less working memory capacity is better than more. Cognition, 107(1), 284-294] explored how individual differences in working memory capacity differentially mediate the learning of distinct category structures. Specifically, their results showed that greater working memory capacity facilitates the learning of novel category structures that are verbalisable and discoverable through logical reasoning processes. Conversely, however, greater working memory was shown to impede the learning of novel category structures thought to be non-verbalisable, inaccessible to conscious reasoning and discoverable only through implicit (procedural) learning of appropriate stimulus-category responses. The present paper calls into question the specific nature of the category learning tasks used, in particular their ability to discriminate between different modes of category learning.
authors.affiliation: Department of Psychology, Goldsmiths, University of London, London, United Kingdom. i.tharp@gold.ac.uk
authors.forename: Ian J
authors.initials: IJ
authors.lastname: Tharp
authors.forename: Alan D
authors.initials: AD
authors.lastname: Pickering
mesh_terms: D000293:Adolescent; D000328:Adult; D005260:Female; D006801:Humans; D007206:Individuality; D008297:Male; D008568:Memory / Q000502:physiology; D008570:Memory, Short-Term / Q000502:physiology; D008875:Middle Aged; D014706:Verbal Learning / Q000502:physiology*; D055815:Young Adult