Procedural learning of semantic categorization: a study of 110 non-disabled individuals.
OBJECTIVE
This paper describes a cognitive procedural task in order to study procedural learning of semantic categorization. We evaluated age, educational level and gender effects on semantic procedural skill.


METHODS
The procedural task was developed in our laboratory, applying a manual and serial reaction time paradigm to semantic categorization. We investigated this form of procedural learning in 110 non-disabled subjects.


RESULTS
We observed an improvement of semantic categorization reaction times (RTs) over time from practice, even with new verbal material to categorize. Age, educational level and gender did not influence procedural learning of semantic categorization but women performed faster than men. The results suggest that semantic categorization is susceptible to procedural training.


CONCLUSIONS
The results suggest that semantic categorization is susceptible to procedural training.
Arroyo-Anlló
E M
EM
Neurosciences Institute of Castilla-Leon, Psychology Faculty of the University of Salamanca, Spain. anlloa@usal.es
Ingrand
P
P
Gil
R
R
D000328:Adult; D000368:Aged; D000369:Aged, 80 and over; D032882:Comprehension; D005260:Female; D006801:Humans; D008297:Male; D008568:Memory; D008875:Middle Aged; D011594:Psychometrics; D011930:Reaction Time; D012660:Semantics