Literaturnachweis - Detailanzeige
| Autor/inn/en | Kalish, Michael L.; Newell, Ben R.; Dunn, John C. |
|---|---|
| Titel | More Is Generally Better: Higher Working Memory Capacity Does Not Impair Perceptual Category Learning |
| Quelle | In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 43 (2017) 4, S.503-514 (12 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0278-7393 |
| DOI | 10.1037/xlm0000323 |
| Schlagwörter | Short Term Memory; Classification; Learning; Accuracy; Undergraduate Students; Influences; Correlation; Foreign Countries; Australia |
| Abstract | It is sometimes supposed that category learning involves competing explicit and procedural systems, with only the former reliant on working memory capacity (WMC). In 2 experiments participants were trained for 3 blocks on both filtering (often said to be learned explicitly) and condensation (often said to be learned procedurally) category structures. Both experiments (total N = 160) demonstrated that participants with higher WMC tended to be more accurate in condensation tasks, but not less accurate in filtering tasks. Furthermore, state-trace analysis did not find a differential influence of WMC on performance in these tasks. Finally, inspection of the mixture of response strategies at play across the 2 conditions and 3 blocks showed only a minor influence of WMC, and then only on later training blocks. The results provide no support for the existence of a "system" of category learning that is independent of working memory and are instead consistent with most single-system interpretations of category learning. (As Provided). |
| Anmerkungen | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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