Kalish Michael L, Newell Ben R, Dunn John C
Department of Psychology, Syracuse University.
School of Psychology, University of New South Wales.
J Exp Psychol Learn Mem Cogn. 2017 Apr;43(4):503-514. doi: 10.1037/xlm0000323. Epub 2016 Sep 22.
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. (PsycINFO Database Record
有时人们认为类别学习涉及相互竞争的显性和程序性系统，只有前者依赖于工作记忆容量（WMC）。在2个实验中，参与者在过滤（通常被认为是显性学习）和压缩（通常被认为是程序性学习）类别结构上进行了3个阶段的训练。两个实验（总N = 160）均表明，WMC较高的参与者在压缩任务中往往更准确，但在过滤任务中并不更不准确。此外，状态追踪分析未发现WMC对这些任务表现有差异影响。最后，对两种条件和三个阶段中所采用的反应策略混合情况的检查表明，WMC的影响很小，且仅在后期训练阶段有影响。结果不支持存在独立于工作记忆的类别学习“系统”，而是与大多数类别学习的单系统解释一致。（PsycINFO数据库记录）
