dc.contributor.author | Longman, CS | |
dc.contributor.author | Milton, F | |
dc.contributor.author | Wills, A | |
dc.contributor.author | Verbruggen, F | |
dc.date.accessioned | 2017-04-18T08:39:07Z | |
dc.date.issued | 2017-04-25 | |
dc.description.abstract | Although instructions often emphasize categories (e.g., odd number → left hand response) rather than specific stimuli (e.g., 3 → left hand response), learning is often interpreted in terms of stimulus-response (S-R) bindings or, less frequently, stimulus-classification (S-C) bindings with little attention being paid to the importance of category-response (C-R) bindings. In a training-transfer paradigm designed to investigate the early stages of category learning, participants were required to classify stimuli according to the category templates presented prior to each block (Experiments 1-4). In some transfer blocks the stimuli, categories and/or responses could be novel or repeated from the preceding training phase. Learning was assessed by comparing the transfer-training performance difference across conditions. Participants were able to rapidly transfer C-R associations to novel stimuli but evidence of S-C transfer was much weaker and S-R transfer was largely limited to conditions where the stimulus was classified under the same category. Thus, even though there was some evidence that learned S-R and S-C associations contributed to performance, learned C-R associations seemed to play a much more important role. In a final experiment (Experiment 5) the stimuli themselves were presented prior to each block, and the instructions did not mention the category structure. In this experiment, the evidence for S-R learning outweighed the evidence for C-R learning, indicating the importance of instructions in learning. The implications for these findings to the learning, cognitive control, and automaticity literatures are discussed. | en_GB |
dc.description.sponsorship | This work was supported by the European Research Council (grant number 312445).
Frederick Verbruggen is a Royal Society Wolfson Research Merit Award holder. | en_GB |
dc.identifier.citation | Published online 25 April 2017 | en_GB |
dc.identifier.doi | 10.1016/j.actpsy.2017.04.004 | |
dc.identifier.uri | http://hdl.handle.net/10871/27137 | |
dc.language.iso | en | en_GB |
dc.publisher | Elsevier | en_GB |
dc.relation.url | http://hdl.handle.net/10871/27115 | |
dc.rights.embargoreason | Publisher policy | en_GB |
dc.subject | Instructed learning | en_GB |
dc.subject | S-R learning | en_GB |
dc.subject | Automaticity | en_GB |
dc.subject | Cognitive control | en_GB |
dc.subject | Categorization | en_GB |
dc.title | Transfer of learned category-response associations is modulated by instruction (article) | en_GB |
dc.type | Article | en_GB |
dc.identifier.issn | 0001-6918 | |
dc.description | The dataset associated with this article is available at http://hdl.handle.net/10871/27115 | en_GB |
dc.description | This is the author accepted manuscript. The final version is available from Elsevier via the DOI in this record. | |
dc.identifier.journal | Acta Psychologica | en_GB |