title: The time course of explicit and implicit categorization.
abstract: Contemporary theory in cognitive neuroscience distinguishes, among the processes and utilities that serve categorization, explicit and implicit systems of category learning that learn, respectively, category rules by active hypothesis testing or adaptive behaviors by association and reinforcement. Little is known about the time course of categorization within these systems. Accordingly, the present experiments contrasted tasks that fostered explicit categorization (because they had a one-dimensional, rule-based solution) or implicit categorization (because they had a two-dimensional, information-integration solution). In Experiment 1, participants learned categories under unspeeded or speeded conditions. In Experiment 2, they applied previously trained category knowledge under unspeeded or speeded conditions. Speeded conditions selectively impaired implicit category learning and implicit mature categorization. These results illuminate the processing dynamics of explicit/implicit categorization.
authors.affiliation: Department of Psychology, University at Buffalo, The State University of New York, 346 Park Hall, Buffalo, NY, 14260, USA. psysmith@buffalo.edu.
authors.forename: J David
authors.initials: JD
authors.lastname: Smith
authors.affiliation: Department of Psychology, University at Buffalo, The State University of New York, 346 Park Hall, Buffalo, NY, 14260, USA.
authors.forename: Alexandria C
authors.initials: AC
authors.lastname: Zakrzewski
authors.affiliation: Department of Psychology, University at Buffalo, The State University of New York, 346 Park Hall, Buffalo, NY, 14260, USA.
authors.forename: Eric R
authors.initials: ER
authors.lastname: Herberger
authors.affiliation: Department of Psychology, University at Buffalo, The State University of New York, 346 Park Hall, Buffalo, NY, 14260, USA.
authors.forename: Joseph
authors.initials: J
authors.lastname: Boomer
authors.affiliation: Department of Psychological and Brain Sciences, University of California, Santa Barbara, CA, USA.
authors.forename: Jessica L
authors.initials: JL
authors.lastname: Roeder
authors.affiliation: Department of Psychological and Brain Sciences, University of California, Santa Barbara, CA, USA.
authors.forename: F Gregory
authors.initials: FG
authors.lastname: Ashby
authors.affiliation: Department of Psychology, University at Buffalo, The State University of New York, 346 Park Hall, Buffalo, NY, 14260, USA.
authors.forename: Barbara A
authors.initials: BA
authors.lastname: Church
mesh_terms: D000328:Adult; D003210:Concept Formation / Q000502:physiology*; D006801:Humans; D007858:Learning / Q000502:physiology*; D011930:Reaction Time; D055815:Young Adult
keywords: Category learning; Cognitive neuroscience; Explicit cognition; Implicit cognition; Response deadlines