Working Memory Does Not Dissociate between Different Perceptual Categorization Tasks

Autor/inn/en	Lewandowsky, Stephan; Yang, Lee-Xieng; Newell, Ben R.; Kalish, Michael L.
Titel	Working Memory Does Not Dissociate between Different Perceptual Categorization Tasks
Quelle	In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 38 (2012) 4, S.881-904 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-7393
DOI	10.1037/a0027298
Schlagwörter	Program Effectiveness; Classification; Structural Equation Models; Short Term Memory; Mental Computation; Perceptual Development; Cognitive Processes; Correlation; Perception; Undergraduate Students; Foreign Countries; Novelty (Stimulus Dimension); Taiwan + Suchen Sie Ihr Suchwort? Classification system; Klassifikation; Klassifikationssystem; Kurzzeitgedächtnis; Kopfrechnen; Wahrnehmungsentwicklung; Cognitive process; Kognitiver Prozess; Korrelation; Wahrnehmung; Ausland
Abstract	Working memory is crucial for many higher level cognitive functions, ranging from mental arithmetic to reasoning and problem solving. Likewise, the ability to learn and categorize novel concepts forms an indispensable part of human cognition. However, very little is known about the relationship between working memory and categorization. This article reports 2 studies that related people's working memory capacity (WMC) to their learning performance on multiple rule-based and information-integration perceptual categorization tasks. In both studies, structural equation modeling revealed a strong relationship between WMC and category learning irrespective of the requirement to integrate information across multiple perceptual dimensions. WMC was also uniformly related to people's ability to focus on the most task-appropriate strategy, regardless of whether or not that strategy involved information integration. Contrary to the predictions of the multiple systems view of categorization, working memory thus appears to underpin performance in both major classes of perceptual category-learning tasks. (Contains 8 tables, 12 figures and 3 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10