The neurobiology of human category learning.

By F. Ashby, Shawn W. Ell. 2001

293 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Social Psychology

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

What is reinforcement sensitivity? Neuroscience paradigms for approach‐avoidance process theories of personality (2008, background): “…when two or more stimulus dimensions (e.g. colour, shape, size) must be integrated in a pre-decisional, implicit and non-verbalisable manner (Ashby & Ell, 2001), DA involvement is characterised by procedural, reinforcement-driven learning, directly linked with brain regions such as the…”
THE ROLE OF THE BASAL GANGLIA IN CATEGORY LEARNING (2006, background): “Ashby and Ell (2001) identified four types of category-learning tasks and showed that most of these discrepancies disappear when the data are partitioned according to the type of task used.”
The neuropsychology of impulsive antisocial sensation seeking personality traits: From dopamine to hippocampal function (2004, background): “In their review of multiple systems at work in CL tasks, Ashby & Ell (2001) suggest that the influence of episodic memory processes might be most marked on CL tasks that have only a few stimulus exemplars per category.”
Similarity-Dissimilarity Competition in Disjunctive Classification Tasks (2013, background): “…active/explicit hypothesis testing versus passive/implicit stimulus-association, akin to a rule-based versus exemplar-based category learning process contrast (Estes, 1994; Ashby et al., 1998; Medin et al., 1993; Hahn and Chater, 1998; Smith et al., 1998; Ashby and Ell, 2001, p. 5; Hampton, 2001).”
Experience-Based and On-Line Categorization of Objects in Early Infancy (2010, background): “In adults, when the number of stimuli is small, categorization may be mediated by individual items, but when the number of stimuli exceeds some capacity, categorization is presumably handled by prototypes or rules rather than by individual exemplars (Ashby & Ell, 2001).”
The dynamics of perceptual learning: an incremental reweighting model. (2005, background): “…the domain of category learning suggests at least two separate categorization systems in the human brain: an explicit system for tasks with verbalizable decision rules and an implicit system for tasks whose rules are difficult to verbalize (see Ashby et al., 1998; Ashby & Ell, 2001, for reviews).”