Training information-integration category learning
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1) The document discusses two category learning systems - a rule-based logical reasoning system and a procedural learning system. 2) Several experiments are described that investigate the procedural learning system's response processes and ability to learn without consistent responses or in the presence of interference. The results show the procedural system can learn without consistent responses but learns best with consistent spatial and feature associations, and has difficulty with yes-no interference tasks. 3) Additional experiments show that initial training with difficult examples facilitates later information-integration category learning but not rule-based learning, providing evidence that difficulty levels impact the two systems differently.
Training information-integration category learning
- 1. Training Information-Integration Category Learning Brian J. Spiering
- 3. Outline 1) Category-learning tasks 2) COVIS Model 3) Behavioral tests of COVIS Model 4) Conclusions
- 4. Stimulus on a Single Category-Learning Trial
- 5. Rule-Based Category Learning Categorization rule is easy to describe Effective learning requires: • no distractions • active and effortful processing of feedback • the nature and timing of feedback is not critical A Bar Width Orientation A B
- 6. Information-Integration Category Learning Categorization rule is difficult to describe Effective learning requires: • consistent feedback immediately after response • consistent mapping from category to response location • no active feedback processing Bar Width Orientation A B A
- 7. A Real-Life Information-Integration Task? Does this mammogram show a tumor?
- 8. A Real-Life Information-Integration Task? Tumor!
- 9. The Two Category Learning Systems of COVIS • Logical-reasoning system - quickly learns explicit rules • Procedural-learning system - slowly learns almost any similarity-based rule • Simultaneously active in all tasks (at least initially) (Ashby, Alfonso-Reese, Turken, & Waldron, Psychological Review, 1998)
- 10. The COVIS Explicit System • Logical reasoning system • Uses working memory and executive attention • Working memory & attentional switching component – FROST (Ashby, Ell, Valentin, & Casale, 2005, J. of Cognitive Neuroscience)
- 11. The COVIS Explicit System
- 12. The COVIS Procedural-Learning System
- 13. Evidence Supporting COVIS Single-cell recording studies Asaad, Rainer, & Miller, 2000; Hoshi, Shima, & Tanji, 1998; Merchant, Zainos, Hernadez, Salinas, & Romo, 1997; Romo, Merchant, Ruiz, Crespo, & Zainos, 1995; White & Wise, 1999 Animal lesion experiments Eacott & Gaffan, 1991; Gaffan & Eacott, 1995; Gaffan & Harrison, 1987; McDonald & White, 1993, 1994; Packard, Hirsch, & White, 1989; Packard & McGaugh, 1992; Roberts & Wallis, 2000 Neuropsychological patient studies Ashby, Noble, Filoteo, Waldron, & Ell, 2003; Brown & Marsden, 1988; Cools et al., 1984; Downes et al., 1989; Filoteo, Maddox, & Davis, 2001a, 2001b; Filoteo, Maddox, Ing, Zizak, & Song, in press; Filoteo, Maddox, Salmon, & Song, 2005; Janowsky, Shimamura, Kritchevsky, & Squire, 1989; Knowlton, Mangels, & Squire, 1996; Leng & Parkin, 1988; Snowden et al., 2001 Neuroimaging experiments Konishi et al., 1999; Lombardi et al., 1999; Nomura et al., in press; Poldrack, et al., 2001; Rao et al., 1997; Rogers, Andrews, Grasby, Brooks, & Robbins, 2000; Seger & Cincotta, 2002; Volz et al., 1997 Traditional cognitive behavioral experiments Ashby & Ell, 2002; Ashby, Ell, & Waldron, 2003; Ashby, Maddox, & Bohil, 2002; Ashby, Queller, & Berretty, 1999; Ashby, Waldron, Lee, & Berkman, 2001; Maddox, Ashby, & Bohil, 2003; Maddox, Ashby, Ing, & Pickering, 2004; Maddox, Bohil, & Ing, in press; Waldron & Ashby, 2001; Zeithamova & Maddox, in press
- 14. Spiering, B. J., & Ashby, F. G. (2008) Response processes in information-integration category learning. Neurobiology of Learning and Memory
- 16. Are consistent responses required for II category learning? - Ashby, Ell, & Waldron (2003) - Maddox, Bohil, & Ing (2004) -Olson & Gettner (1999)
- 17. Stimuli
- 18. Single Trial for Control
- 19. Single Trial for Random-Color
- 20. Single Trial for Random-Letter A BAB
- 21. Method Participants Random-Color condition - 51 Random-Letter condition -18 Control condition - 20
- 23. Responses
- 24. Model-based Results 0 0.2 0.4 0.6 0.8 1 1 2 3 4 5 6 7 8 9 10 11 12 Block ProportionofIIstrategyuse Control Random- Color Random- Letter
- 25. Discussion • Consistent response locations are not necessary for II category learning • Consistent feature identity is sufficient • Learning is fastest with consistent spatial and feature association
- 26. What about Yes-No interference? (Maddox et al., 2004)
- 27. Method Participants Yes-No condition - 33 Random-Location condition - 69 Control condition - 20
- 28. Single Trial for Yes-No Yes No?
- 30. Model-based Results 0 0.2 0.4 0.6 0.8 1 1 2 3 4 5 6 7 8 9 10 11 12 Block ProportionofIIstrategyuse Control Random- Location Yes- No
- 31. Discussion • Yes-No decisions are difficult in II category learning • Yes-No decisions recruit PFC II category learning does not “depend” on PFC
- 32. Spiering, B. J., & Ashby, F. G. (2008) Initial training with difficult items facilitates information-integration but not rule-based category learning. Psychological Science
- 34. Stimuli
- 35. Stimuli Hard
- 36. Stimuli Medium
- 37. Stimuli Easy
- 38. Method Participants Hard-to-Easy condition - 26 Easy-to-Hard condition - 24 Random condition - 31
- 41. Model-based Results 0 0.2 0.4 0.6 0.8 1 Hard- to- Easy Easy- to- Hard Random Condition ProportionofIIstrategyuse Block 2 Block 4
- 42. Discussion • Hard-to-Easy performed best at transfer • Easy-to-Hard outperformed Random
- 43. What about rule-based category learning?
- 45. Stimuli
- 46. Stimuli Hard
- 47. Stimuli Medium
- 48. Stimuli Easy
- 49. Method Participants Hard-to-Easy condition - 31 Easy-to-Hard condition - 31 Random condition - 31
- 52. Model-based Results 0 0.2 0.4 0.6 0.8 1 Hard- to- Easy Easy- to- Hard Random Condition Proportionoflogical conjunctionstrategyuse Block 2 Block 4
- 53. Discussion Training procedure does not matter for RB category learning
- 54. General Discussion Cortical projection of procedural-learning system of COVIS Competition between the systems of COVIS
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