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in: L. Jimnez (Ed.), Attention and implicit learning (pp. 109-141). Amsterdam: John Benjamins Publishing Company.
 

Summary: in: L. Jiménez (Ed.), Attention and implicit learning (pp. 109-141).
Amsterdam: John Benjamins Publishing Company.
The cognitive neuroscience of implicit
category learning
F. Gregory Ashby & Michael B. Casale*
University of California, Santa Barbara
There is much recent interest in the question of whether people have available
a single category learning system or a number of qualitatively different
systems. Most proponents of multiple systems have hypothesized an explicit,
rule-based system and some type of implicit system. Although there has been
general agreement about the nature of the explicit system, there has been
disagreement about the exact nature of the implicit system. This chapter
explores the question of whether there is implicit category learning, and if there
is, what form it might take. First, we examine what the word "implicit" means
in the categorization literature. Next, we review some of the evidence that
supports the notion that people have available one or more implicit
categorization systems. Finally, we consider the nature of implicit
categorization by focusing on three alternatives: an exemplar memory-based
system, a procedural memory system, and an implicit system that uses the
perceptual representation memory system.

  

Source: Ashby, F. Gregory - Department of Psychology, University of California at Santa Barbara

 

Collections: Biology and Medicine; Computer Technologies and Information Sciences