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Conceptual Anchoring Dissociates Implicit and Explicit Category Learning

Categorization researchers have long debated the possibility of multiple category-learning systems. The need persists for paradigms that dissociate explicit-declarative category-learning processes (featuring verbalizeable category rules) from implicit-procedural processes (featuring stimulus-respons...

詳細記述

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書誌詳細
出版年:J Exp Psychol Learn Mem Cogn
主要な著者: Smith, J. David, Jackson, Brooke N., Adamczyk, Markie N., Church, Barbara A.
フォーマット: Artigo
言語:Inglês
出版事項: 2022
主題:
オンライン・アクセス:https://ncbi.nlm.nih.gov/pmc/articles/PMC8325699/
https://ncbi.nlm.nih.gov/pubmed/33523691
https://ncbi.nlm.nih.govhttp://dx.doi.org/10.1037/xlm0000856
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