How does prior knowledge affect implicit and explicit concept learning?

Quarterly Journal of Experimental Psychology

Volumn 61, Issue 4, 2008, Pages 601-624

  Ziori, Eleni ^a   Dienes, Zolt́n ^b  

^a UNIVERSITY OF IOANNINA   (Greece)

^b UNIVERSITY OF SUSSEX   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; COGNITION; CONCEPT FORMATION; HUMAN; TIME;

COGNITION; CONCEPT FORMATION; HUMANS; TIME FACTORS;

EID: 40049111408     PISSN: 17470218     EISSN: 17470226     Source Type: Journal    
DOI: 10.1080/17470210701255374     Document Type: Article

References (75)

1. Ashby, F. G., Alfonso-Reese, L., Turken, A., & Waldron, E. (1998). A neuropsychological theory of multiple-systems in category learning. Psychological Review, 105, 442-481.
2. Ashby, F. G., & Ell, S. W. (2001). The neurobiology of category learning. Trends in Cognitive Sciences, 5,204-210.
3. Ashby, F. G., & EU, S. W. (2002). Single versus multiple systems of learning and memory. In J. Wixted & H. Pashler (Eds.), Stevens' handbook of experimental psychology: Vol.4. Methodology in experimental psychology (pp. 655-692). New York: Wiley.
4. Ashby, F. G., Maddox, W. T., & Bohil, C. J. (2002). Observational versus feedback training in rulebased and information-integration category learning. Memory & Cognition, 30, 666-677.
5. Boucher, L., & Dienes, Z. (2003). Two ways of learning associations. Cognitive Science, 27, 807-842.
6. Carey, S. (1985). Conceptual change in childhood. Cambridge, MA: MIT Press.
7. Chapman, L. J., & Chapman, J. P. (1967). Genesis of popular but erroneous psychodiagnostic observations. Journal of Abnormal Psychology, 72, 193-204.
8. Cheesman, J., & Merikle, P. M. (1984). Priming with and without awareness. Perception and Psychophysics, 36, 387-395.
9. Cleeremans, A. (1993a). Attention and awareness in sequence learning. In Proceedings of the 15th Annual Conference of the Cognitive Scielc/society. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
10. Cleeremans, A. (1993b). Mechanisms of implicit learning: Connectionist models of sequence processing. Cambridge, MA: MIT Press.
11. Cleeremans, A., & Jiménez, L. (2002). Implicit learning and consciousness: A graded, dynamic perspective. In R. M. French & A. Cleeremans (Eds.), Implicit learning and consciousness: An empirical, computational and philosophical consensus in the making. Hove, UK: Psychology Press.
12. Curran, T., & Keele, S. W. (1993). Attentional and nonattentional forms of sequence learning. Journal of Experimental Psychology: Learning, Memory and Cognition, 19, 189-202.
13. Dienes, Z. (1992). Connectionist and memory-array models of artificial grammar learning. Cognitive Science, 16, 41-79.
14. Dienes, Z. (2004). Assumptions of subjective measures of unconscious mental states: Higher order thoughts and bias. Journal of Consciousness Studies, 11, 25-45.
15. Dienes, Z., Altmann, G. T. M., & Gao, S. J. (1999). Mapping across domains without feedback: A neural network model of transfer of implicit knowledge. Cognitive Science, 23, 53-82.
16. Dienes, Z., Altmann, G. T. M., Kwan, L., & Goode, A. (1995). Unconscious knowledge of artificial grammars is applied strategically. Journal of Experimental Psychology: Learning, Memory and Cognition, 21, 1322-1338.
17. Dienes, Z., & Berry, D. (1997). Implicit learning: Below the subjective threshold. Psychonomic Bulletin Ö1 Review, 4, 3-23.
18. Dienes, Z., & Fahey, R. (1995). The role of specific instances in controlling a dynamic system. Journal of Experimental Psychology: Learning, Memory and Cognition, 21, 848-862.
19. Dienes, Z., & Fahey, R. (1998). The role of implicit memory in controlling a dynamic system. Quarterly Journal of Experimental Psychology, 51A, 593-614.
20. Dienes, Z., & Perner, J. (1996). Implicit knowledge in people and connectionist networks. In G. Underwood (Ed.), Implicit cognition (pp. 227-256). Oxford, UK: Oxford University Press.
21. Dienes, Z., & Perner, J. (2001). When knowledge is unconscious because of conscious knowledge and vice versa. Proceedings of the Twenty-Third Annual Conference of the Cognitive Science Society (pp. 255-260). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
22. Dienes, Z., & Perner, J. (2004). Assumptions of a subjective measure of consciousness: Three mappings. In R. Gennaro (Ed.), Higher order theories of consciousness (pp. 173-199). Amsterdam: John Benjamins Publishers.
23. Dienes, Z., & Scott, R. (2005). Measuring unconscious knowledge: Distinguishing structural knowledge and judgement knowledge. Psychological Research, 69, 338-351.
24. Erickson, M. A., & Kruschke, J. K. (1998). Rules and exemplars in category learning. Journal of Experimental Psychology: General, 127, 107-140.
25. Fodor, J., & Pylyshyn, Z. W. (1988). Connectionism and cognitive architecture: A critical analysis, Cognition, 28, 3-71.
26. Frensch, P., Haider, H., Rünger, D., Neugebauer, U., Voigt, S., & Werg, J. (2003). Verbal report of incidentally experienced environmental regularity: The route from implicit learning to verbal expression of what has been learned. In L. Jimenez (Ed.), Attention and implicit learning (pp. 335-366). New York: John Benjamins.
27. Frick, R. W., & Lee, Y. S. (1995). Implicit learning and concept learning. Quarterly Journal of Experimental Psychology, 48A, 762-782.
28. Hamilton, D. L., & Rose, T. R. (1980). Illusory correlation and the maintenance of stereotypic beliefs. Journal of Personality and Social Psychology, 39, 832-845.
29. Hayes, N. A., & Broadbent, D. E. (1988). Two modes of learning for interactive tasks. Cognition, 28, 249-276.
30. Heit, E. (1994). Models of the effects of prior knowledge on category learning. Journal of Experimental Psychology: Learning, Memory and Cognition, 20, 1264-1282.
31. Heit, E. (1997). Knowledge and concept learning. In K. Lamberts & D. Shanks (Eds.), Knowledge, concepts, and categories (pp. 7-41). Cambridge, MA: MIT Press.
32. Heit, E. (1998). Influences of prior knowledge on selective weighting of category members. Journal of Experimental Psychology: Learning, Memory and Cognition, 24, 712-731.
33. Heit, E. (2001). Background knowledge and models of categorization. In U. Hahn & M. Ramscar (Eds.), Similarity and categorization (pp. 155-178). Oxford, UK: Oxford University Press.
34. Heit, E., & Bott, L. (2000). Knowledge selection in category learning. The Psychology of Learning and Motivation, 39, 163-199.
35. Hitch, G. J., & Baddeley, A. D. (1976). Verbal reasoning and working memory. Quarterly Journal of Experimental Psychology, 28, 603-621.
36. Jacoby, L. L. (1991). A process dissociation framework: Separating automatic from intentional uses of memory. Journal of Memory and Language, 30, 513-541.
37. Jiménez, L. (Ed.). (2003). Attention and implicit learning. Amsterdam: John Benjamins.
38. Johansen, M. K., & Palmeri, T. J. (2002). Are there representational shifts during category learning? Cognitive Psychology, 45, 482-553.
39. Kaplan, A. S., & Murphy, G. L. (2000). Category learning with minimal prior knowledge. Journal of Experimental Psychology: Learning, Memory and Cognition, 26, 829-846.
40. Kemler Nelson, D. G. (1984). The effect of intention on what concepts are acquired. Journal of Verbal Learning and Verbal Behavior, 23, 734-759.
41. Kemler Nelson, D. G. (1989). The nature and occurrence of holistic processing. In B. E. Shepp & S. Ballesteros (Eds.), Object perception: Structure and process (pp. 357-385). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
42. Komatsu, L. K. (1992). Recent views on conceptual structure. Psychological Bulletin, 112, 500-526.
43. Kunimoto, C., Miller, J., & Pashler, H. (2001). Confidence and accuracy of near-threshold discrimination responses. Consciousness and Cognition, 10, 294-340.
44. Lewicki, P., Hill, T., & Sasaki, T. (1989). Self-perpetuating development of encoding biases. Journal of Experimental Psychology: General, 118, 323-337.
45. Lin, E. L., & Murphy, G. L. (1997). Effects of background knowledge on object categorization and part detection. Journal of Experimental Psychology: Human Perception and Performance, 23, 1153-1169.
46. Love, B. C. (2003). The multifaceted nature of unsupervised category learning. Psychonomic Bulletin & Review, 10, 190-197.
47. Luhmann, C. C., Ahn, W., & Palmeri, T. J. (2002). Theories and similarity: Categorization under speeded conditions. Proceedings of the Twenty-Fourth Annual Conference of the Cognitive Science Society. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
48. Mathews, R. C., Buss, R. R., Stanley, W. B., BlanchardFields, F., Cho, J. R., & Druhan, B. (1989). The role of implicit and explicit processes in learning from examples: A synergistic effect. Journal of Experimental Psychology: Learning, Memory and Cognition, 15, 1083-1100.
49. McRae, K. (2004). Semantic memory: Some insights from feature-based connectionist attractor networks. In B. H. Ross (Ed.), The psychology of learning and motivation: Advances in research and theory (Vol. 45, pp. 41-86). San Diego, CA: Academic Press.
50. Medin, D. L. (1989). Concepts and conceptual structure, American Psychologist, 44, 1469-1481.
51. Merikle, P. M., & Reingold, E. M. (1992). Measuring unconscious perceptual processes. In R. F. Bornstein & T. S. Pittman (Eds.), Perception without awareness: Cognitive, clinical, and social perspectives (pp. 55-80). New York: Guildford Press.
52. Murphy, G. L. (1993). Theories and concept formation. In I. V. Mechelen, J. Hampton, R. S. Michalski, & P. Theuns (Eds.), Categories and concepts: Theoretical views and inductive data analysis (pp. 173-200). London: Academic Press.
53. Murphy, G. L., & Allopenna, P. D. (1994). The locus of knowledge effects in concept learning. Journal of Experimental Psychology: Learning, Memory and Cognition, 20, 904-919.
54. Murphy, G. L., & Medin, D. L. (1985). The role of theories in conceptual coherence. Psychological Review, 92, 289-316.
55. Nosofsky, R. M., & Johansen, M. K. (2000). Exemplarbased accounts of "multiple-system" phenomena in perceptual categorization. Psychonomic Bulletin & Review, 7, 375-402.
56. Palmeri, T. J., & Blalock, C. (2000). The role of background knowledge in speeded perceptual categorization. Cognition, 77, B45-B57.
57. Pazzani, M.J. (1991). The influence of prior knowledge on concept acquisition: Experimental and computational results. Journal of Experimental Psychology: Learning, Memory and Cognition, 17, 416-432.
58. Pothos, E. (2005). Expectations about stimulus structure in implicit learning. Memory & Cognition, 33, 171-181.
59. Reber, A. S., Stark, C. E. L., & Squire, L. R. (1998). Contrasting cortical activity associated with category memory and recognition memory. Learning & Memory, 5, 420-428.
60. Rehder, B., & Murphy, G. L. (2003). A knowledgeresonance (KRES) model of category learning. Psychonomic Bulletin & Review, 10, 759-784.
61. Rips, L. J. (1989). Similarity, typicality, and catgorization. In S. Vosniadou & A. Ortony (Eds.), Similarity and analogical reasoning (pp. 21-59). Cambridge, UK: Cambridge University Press.
62. Roberts, P. L., & MacLeod, C. (1995). Representational consequences of two modes of learning. Quarterly Journal of Experimental Psychology, 48A, 296-319.
63. Servan-Schreiber, E., & Anderson, J. R. (1990). Learning artificial grammars with competitive chunking. Journal of Experimental Psychology: Learning Memory and Cognition, 16, 592-608.
64. Shanks, D. R., & Channon, S. (2002). Effects of a secondary task on implicit sequence learning: Learning or performance? Psychological Research, 66, 99-109.
65. Sloman, S. A. (1996). The empirical case for two systems of reasoning. Psychological Bulletin, 119, 3-22.
66. Smith, E. E., & Medin, D. L. (1981). Categories and concepts. Cambridge, MA: Harvard University Press.
67. Smith, J. D., & Shapiro, J. H. (1989). The occurrence of holistic categorization. Journal of Memory and Language, 28, 386-399.
68. Smith, E. E., & Sloman, S. A. (1994). Similarity- versus rule-based categorization. Memory & Cognition, 22, 377-386.
69. Spalding, T. L., & Murphy, G. L. (1996). The effects of background knowledge on category consstruction. Journal of Experimental Psychology: Learning, Memory and Cognition, 22, 525-538.
70. Spalding, T. L., & Murphy, G. L. (1999). What is learned in knowledge-related categories? Evidence from typicality and feature frequency judgements, Memory & Cognition, 27, 856-867.
71. Sun, R. (2000). Duality of the mind. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
72. Sun, R., Merrill, E., & Peterson, T. (2001). From implicit skills to explicit knowledge: A bottom-up model of skill learning. Cognitive Science, 25, 203-244.
73. Waldron, E. M., & Ashby, F. G. (2001). The effects of concurrent task interference on category learning: Evidence for multiple category learning systems. Psychonomic Bulletin & Review, 8, 168-176.
74. Weiskrantz, L. (1997). Consciousness lost and found. Oxford, UK: Oxford University Press.
75. Ziori, E., & Dienes, Z. (2006). Subjective measures of unconscious knowledge of concepts. Mind & Society, 5, 105-122.