We investigated the way in which working memory (WM) constrains the learning of relational concepts - categories defined by the way objects are assigned to roles in the structure of an underlying relation, and not by objects’ intrinsic features. By applying to a large sample a novel test of concept learning as well as the battery of WM tasks, we found that WM is a strong predictor of the scores on the test, but the WM-learning correlation decreases as the relational complexity of
the to-be-learned concepts increases. Such results support those theoretical models of relational learning, which assume that learning of relational concepts (and relations in general) consumes more WM resources than just the processing of relations which have already been learned.
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dc.description.publication
1
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dc.description.conftype
international
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dc.identifier.eisbn
978-0-9768318-9-1
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dc.title.container
35th Annual Meeting of the Cognitive Science Society (CogSci 2013). Cooperative Minds : Social Interaction and Group Dynamics : Berlin, Germany 31 July - 3 August 2013
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dc.language.container
eng
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dc.date.accession
2015-02-18
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dc.affiliation
Wydział Filozoficzny : Instytut Filozofii
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dc.subtype
ConferenceProceedings
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dc.conference
35th Annual Meeting of the Cognitive Science Society; 2013-07-31; 2013-08-03; Berlin; Niemcy; indeksowana w Web of Science; ; ;
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dc.rights.original
OTHER; inne; ostateczna wersja wydawcy; w momencie opublikowania; 0;