There is growing evidence that working memory, episodic/semantic memory, and procedural memory all play important roles in at least some types of category learning. Little is known, however, about the role of the perceptual representation memory system (PRS). Two experiments are reported that provide evidence that under certain conditions, the PRS, by itself, is sufficient to mediate category learning. Both experiments compared performance in (A, notA) and (A, B) prototype distortion category-learning tasks, in which category exemplars are created by randomly distorting one category prototype in the (A, notA) conditions or two prototypes in the (A, B) conditions. Results showed that (A, not A) performance was more sensitive to prototype similarity and less affected by the removal of feedback than (A, B) performance. These results support the hypothesis that (A, not A) performance was mediated by the PRS, but that (A, B) performance recruited other memory systems.
This article appears as:
Casale, M.B. and Ashby, F.G. (2008). A role for the perceptual representation memory system in category learning. Perception & Psychophysics, 70(6), 983-999.
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A role for the perceptual representation memory system in category learning
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