Human category learning.

@article{Ashby2005HumanCL,
  title={Human category learning.},
  author={F. Ashby and W. T. Maddox},
  journal={Annual review of psychology},
  year={2005},
  volume={56},
  pages={
          149-78
        }
}
Much recent evidence suggests some dramatic differences in the way people learn perceptual categories, depending on exactly how the categories were constructed. Four different kinds of category-learning tasks are currently popular-rule-based tasks, information-integration tasks, prototype distortion tasks, and the weather prediction task. The cognitive, neuropsychological, and neuroimaging results obtained using these four tasks are qualitatively different. Success in rule-based (explicit… Expand
The neurobiology of category learning.
TLDR
Cognitive neuroscience literature on category learning appears contradictory until the results are partitioned according to the type of category-learning task that was used, and results are consistent with the hypotheses that (a) learning in rule-based tasks requires working memory and executive attention and is mediated by frontal-striatal circuits, and (b)learning in information-integration tasks requires procedural memory and ismediated primarily within the basal ganglia. Expand
Distinct mechanisms in visual category learning
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Abstract There is widespread agreement that multiple qualitatively different category learning systems mediate the learning of different category structures. Two systems that have received supportExpand
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There is widespread agreement that multiple qualitatively different category learning systems mediate the learning of different category structures. Two systems that have received support are (1) aExpand
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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. Expand
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There is widespread agreement that multiple qualitatively different category learning systems mediate the learning of different category structures. Two systems that have received support are (1) aExpand
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TLDR
The present research evaluated the progression of learning through simulation of categorization tasks using COVIS, a well-known model of human category learning that includes both explicit and procedural learning systems to support the hypothesis that one-way interaction between the systems occurs such that the explicit system “bootstraps” learning early on in the procedural system. Expand
Working memory does not dissociate between different perceptual categorization tasks.
TLDR
2 studies that related people's working memory capacity (WMC) to their learning performance on multiple rule-based and information-integration perceptual categorization tasks revealed a strong relationship between WMC and category learning irrespective of the requirement to integrate information across multiple perceptual dimensions. Expand
MULTIPLE SYSTEMS OF PERCEPTUAL CATEGORY LEARNING: THEORY AND COGNITIVE TESTS
TLDR
This theory of multiple systems in category learning, called COVIS, is described in detail and a variety of cognitive behavioral and cognitive neuroscience experiments are reviewed that test some parameter-free a priori predictions made by COVIS. Expand
Evidence for Cortical Automaticity in Rule-Based Categorization
TLDR
The results of an experiment in which human participants each practiced a rule-based categorization task for >10,000 trials distributed over 20 separate sessions suggest an initial subcortical neural system centered around the head of the caudate that is gradually replaced by a cortical systemcentered around the ventrolateral prefrontal cortex. Expand
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Cognitive neuroscience literature on category learning appears contradictory until the results are partitioned according to the type of category-learning task that was used, and results are consistent with the hypotheses that (a) learning in rule-based tasks requires working memory and executive attention and is mediated by frontal-striatal circuits, and (b)learning in information-integration tasks requires procedural memory and ismediated primarily within the basal ganglia. Expand
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