System 1 and System 2 compete

I’m putting this here so I won’t lose it again:

Dual-system models of visual category learning posit the existence of an explicit, hypothesis-testing reflective system, as well as an implicit, procedural-based reflexive system. The reflective and reflexive learning systems are competitive and neurally dissociable.

Chandrasekaran, B. et al. “Dual-learning systems during speech category learning.” Psychonomic Bulletin Review, 2014 Apr 21, pp. 488-495.

re: 2 kinds of learning inside the brain

“Compete,” as I understand the term, means that when one system is on, the other is off. Each system can suppress the other.

That’s the meaning I glean from the various studies I’ve read.

“Dissociable” is an important term in cognitive science: it means that the two systems actually are two separate systems, not just two different aspects of the same fundamental process. The breakthrough study of “dual-system theory” in category learning was Smith et al’s study showing that when you experimentally disable one learning system, the other still functions.

The two systems can be “dissociated,” and are therefore two separate and dissociable systems, not one.

So I gather.

 

Basal ganglia to the rescue (or how to walk in Paris)

In France this summer, I had an illustrative experience re: “information-integration learning.”

Laurel, meet Yanny

In case you’re wondering, I heard “Laurel.”

Then I walked across the room and heard Yanny.

Which reminds me: I need to spend some time at Phonetique. I haven’t done so because, unfortunately, they’ve got their exercises set up wrong for implicit learning. 

Implicit learning (“information integration” learning) requires immediate feedback. You can’t do 10 items then find out which ones you got wrong. You have to do one at a time and get the answer before you move on. 

Speaking of immediate feedback, this is the most important research on learning I’ve ever read.