[Types of semantic category and stimulus modality in procedural learning: implications for models of semantic memory].
The present work attempts to determine whether procedural learning of a semantic categorisation task is influenced by the type of semantic category of the stimuli (biological and non-biological elements). It is also an attempt to determine the effect of the stimulus presentation modality on the categorisation task. A semantic categorisation task (4 series of 40 stimuli) was administered to 256 participants (128 classifying pictures, and 128 classifying words). Biological categories were responded to faster than non-biological ones although there were no significant differences between the interaction of the category type and the stimulus presentation modality. Reaction times progressively decreased with practice. However, the initial differences disappeared when subjects were trained. The way that current models account for these investigation findings is discussed. In addition, it is suggested that there is an attentional bias in favor of biological elements, which disappears when presumably less relevant elements become more relevant as a function of the task characteristics.
Universidad Complutense de Madrid, Facultad de Psicología,
José María
JM
Ruiz Sánchez de León
Sara
S
Fernández Guinea
Javier
J
González Marqués
D000328:Adult; D002965:Classification; D005260:Female; D006801:Humans; D007858:Learning; D008297:Male; D008568:Memory; D008960:Models, Psychological; D011897:Random Allocation; D012660:Semantics; D055815:Young Adult