What is Implicit About Implicit Category Learning?



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What is Implicit About Implicit Category Learning



University of Central Florida 
University of Central Florida 
STARS 
STARS 
HIM 1990-2015 
2015 
What is Implicit About Implicit Category Learning? 
What is Implicit About Implicit Category Learning? 
Matthew Murray 
University of Central Florida 
Part of the 
Psychology Commons 
Find similar works at: 
https://stars.library.ucf.edu/honorstheses1990-2015 
University of Central Florida Libraries 
http://library.ucf.edu 
This Open Access is brought to you for free and open access by STARS. It has been accepted for inclusion in HIM 
1990-2015 by an authorized administrator of STARS. For more information, please contact 
STARS@ucf.edu

Recommended Citation 
Recommended Citation 
Murray, Matthew, "What is Implicit About Implicit Category Learning?" (2015). 
HIM 1990-2015. 1730. 
https://stars.library.ucf.edu/honorstheses1990-2015/1730 


WHAT IS IMPLICIT ABOUT IMPLICIT CATEGORY LEARNING? 
 
by 
MATTHEW MURRAY 
A thesis submitted in partial fulfillment of the requirements
for the Honors in the Major Program in Psychology
in the College of Sciences
and in the Burnett Honors College
at the University of Central Florida
Orlando, Florida 
Spring Term 2015 
Thesis Chair: Dr. Corey Bohil 
 


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ABSTRACT 
The conscious or unconscious acquirement of knowledge in implicit category learning 
was examined in accordance with predictions made by the COVIS theory of categorization 
(Ashby & Maddox, 2011). COVIS assumes separate category learning systems. The explicit 
system relies on easily verbalized rules while the implicit system requires integration of more 
than one stimulus dimension. Participants in this experiment categorized lines varying in length 
and orientation as belonging to one of two categories; in the rule-based (RB) condition only 
length was relevant, while participants in the information integration (II) condition needed to 
integrate both dimensions. Corrective feedback was provided during training. In test phases, 
participants were asked to attribute their responses to one of four criteria (guess, intuition, 
memory, or rule), a measure adapted from Dienes and Scott (2005). Neural activity in 
dorsolateral prefrontal cortex (DLPFC) was recorded with a 20-optode fNIRS system. We found 
that in the implicit (II) learning condition, participants who reported guessing less than half the 
time were learning but were unconscious to the structures driving that learning, reflected by 
accuracy, attribution self-report and neural activation. Our results substantiate the claim that 
implicit category learning is mediated unconsciously and evidence the dual-system model of 
categorization postulated by COVIS, furthering our understanding of category learning and thus, 
the ways in which to improve it.


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