嵌套范式下视空工作记忆对基于规则类别学习

基于COVIS模型与认知加工阶段假设，通过2个实验探讨嵌套范式下, 视空工作记忆对基于规则类别学习的影响。实验1采用类别学习中嵌套视空工作记忆的范式，结果发现视空工作记忆削弱基于规则类别学习成绩，与COVIS模型预测相一致。实验2则采用视空工作记忆中嵌套类别学习任务的范式，结果却发现视空工作记忆对基于规则类别学习的影响消失。实验结果表明嵌套范式下视空工作记忆的位置影响基于规则类别学习，初步验证了类别学习存在多个认知加工阶段的假设，视空工作记忆主要影响基于规则类别学习中规则的发现和检验阶段。

The Effect of Visuo-spatial Working Memory on Category Learning Based in Embedded Paradigm

Perceptual categorization refers to organize different perceptual objects into groups. Perceptual category structure is adopted by category learning, which refers to repeatedly appear in the experiment, simple sensory stimulation (such as the length and Angle changes on line, frequency and direction of grating). Rule-based category structure (RB) and Information Integration category structure (II) are two kind of perceptual categories. RB structures define category membership by the values on salient stimulus dimensions. The verbal system is able to learn to categorize such structures by identifying the relevant dimensions and discovering the appropriate rule. In contrast, II structures define category membership by the conjoint rules which are not easily verbalizable on two or more dimensions. Consequently, such structures could not be learned by the verbal system. According to the COVIS model, which assumes that there are multiple systems in category learning. Explicit category learning generate and test simple verbalizable hypotheses, and rules depends on working memory.Thus visuo-spatial working memory will affect the Rule-based category structure (RB), but not Information Integration category structure (II). There have been some studies have showed that working memory has different effects on implicit category learning and explicit category learning. But how the visuo-spatial working memory affect rule-based category learning? The mechanism of cognitive processing is still not yet clear, which is discussed in two experiments. Using a concurrent task methodology on Study 1, the working memory task was embedded in the classification task. A 2 (visuo-spatial working memory group vs. control group)×4（block) were designed.The results showed that the rule-based category structure (RB) learning was affected by visuo-spatial working memory. Study 2 also used the embedded paradigm, but the category learning task was embedded in the visuo-spatial working memory task. The results showed that the effect of visual-spatial working memory on rule-based category learning disappeared. That is,visual-spatial working memory didn’t affect the rule-based category structure. According to cognitive processing stage assumption that rule-based category learning includes at least representation of category and standard of category stage. Firstly, perception of categorical stimulus is needed, the formation of category representation; secondly, it is necessary to use working memory to find the rules and feedback processing inspection rules, and ultimately form the categorical standards.Combined with the results of Studies 1 and 2, showed that for the rule-based category learning, there are cognitive processing stage. Effect of visuo-spatial working memory on the specific cognitive processing stage,in which rule discovery and hypothesis testing, and does not affect the class representation stage of visual representation.Taken together, these results confirm the importance of visuo-spatial working memory for the verbal system and provide new evidence for the exit of cognitive processing stage for the rule-based category. The visuo-spatial working memory plays an important role on specific processing stage of category learning, which influence category code but not the category representation. These results help to understand the verbal system and have implications for multiple systems theories of category learning.Using a concurrent task methodology on Study 1, the working memory task was embedded in the classification task. A 2 (visuo-spatial working memory group vs. control group)×4（block) were designed.The results showed that the rule-based category structure (RB) learning was affected by visuo-spatial working memory. Study 2 also used the embedded paradigm, but the category learning task was embedded in the visuo-spatial working memory task. The results showed that the effect of visual-spatial working memory on rule-based category learning disappeared. That is,visual-spatial working memory didn’t affect the rule-based category structure. According to cognitive processing stage assumption that rule-based category learning includes at least representation of category and standard of category stage. Firstly, perception of categorical stimulus is needed, the formation of category representation; secondly, it is necessary to use working memory to find the rules and feedback processing inspection rules, and ultimately form the categorical standards.Combined with the results of Studies 1 and 2, showed that for the rule-based category learning, there are cognitive processing stage. Effect of visuo-spatial working memory on the specific cognitive processing stage,in which rule discovery and hypothesis testing, and does not affect the class representation stage of visual representation.Taken together, these results confirm the importance of visuo-spatial working memory for the verbal system and provide new evidence for the exit of cognitive processing stage for the rule-based category. The visuo-spatial working memory plays an important role on specific processing stage of category learning, which influence category code but not the category representation. These results help to understand the verbal system and have implications for multiple systems theories of category learning. According to the COVIS model, which assumes multiple systems in category learning, explicit category learning to generating and testing simple verbalizable hypotheses, or rules depends on working memory.Thus visuo-spatial working memory will affect the Rule-based category structure (RB), but not Information Integration category structure (II). There have been some studies that working memory has different effects on implicit category learning and explicit category learning. But how the visuo-spatial working memory affect rule-based category learning? The mechanism of cognitive processing is still not yet clear, which is discussed in two experiments. Using a concurrent task methodology on study 1, the working memory task was embedded in the classification task. A 2 (visuo-spatial working memory group vs. control group)×4（block) were designed.The results show that the rule-based category structure (RB) learning is affected by visuo-spatial working memory. Study 2 also uses the embedded paradigm, but the category learning task was embedded in the visuo-spatial working memory task. the results show that the effect of visual-spatial working memory on rule-based category learning disappeared. That is,visual-spatial working memory does not affect the rule-based category structure. According to cognitive processing stage assumption that rule-based category learning includes at least representation of category and standard of category stage. Firstly, perception of categorical stimulus is needed, the formation of category representation; secondly, it is necessary to use working memory to find the rules and feedback processing inspection rules, and ultimately the formation of categorical standards.Combined with the result of study 1 and study 2, showed that for the rule-based category learning, there are cognitive processing stage. Effect of visuo-spatial working memory on the specific cognitive processing stage,in which rule discovery and hypothesis testing, and does not affect the class representation stage of visual representation.Taken together, these results confirm the importance of visuo-spatial working memory for the verbal system and provide new evidence for the exit of cognitive processing stage for the rule-based category. The visuo-spatial working memory plays an important role on specific processing stage of category learning, which influence category code, does not affect the category representation. These results help to clarify understanding of the verbal system and have implications for multiple systems theories of category learning.