Increased Cognitive Load Enables Unlearning in Procedural Category Learning

Autor/inn/en	Crossley, Matthew J.; Maddox, W. Todd; Ashby, F. Gregory
Titel	Increased Cognitive Load Enables Unlearning in Procedural Category Learning
Quelle	In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 44 (2018) 11, S.1845-1853 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-7393
DOI	10.1037/xlm0000554
Schlagwörter	Cognitive Ability; Correlation; Feedback (Response); Intervention; Drug Abuse; Addictive Behavior; Behavior Change; Learning Processes; Task Analysis; Executive Function; Undergraduate Students; Color; Interference (Learning); Reaction Time; Visual Stimuli; Accuracy; Brain Hemisphere Functions; Texas; Stroop Color Word Test + Suchen Sie Ihr Suchwort? Denkfähigkeit; Korrelation; Learning process; Lernprozess; Aufgabenanalyse; Colour; Farbbezeichnung; Farbe; Reaktionsvermögen
Abstract	Interventions for drug abuse and other maladaptive habitual behaviors may yield temporary success but are often fragile and relapse is common. This implies that current interventions do not erase or substantially modify the representations that support the underlying addictive behavior--that is, they do not cause true unlearning. One example of an intervention that fails to induce true unlearning comes from Crossley, Ashby, and Maddox (2013, Journal of Experimental Psychology: General), who reported that a sudden shift to random feedback did not cause unlearning of category knowledge obtained through procedural systems, and they also reported results suggesting that this failure is because random feedback is noncontingent on behavior. These results imply the existence of a mechanism that (a) estimates feedback contingency and (b) protects procedural learning from modification when feedback contingency is low (i.e., during random feedback). This article reports the results of an experiment in which increasing cognitive load via an explicit dual task during the random feedback period facilitated unlearning. This result is consistent with the hypothesis that the mechanism that protects procedural learning when feedback contingency is low depends on executive function. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01