A test of the predicted interaction between within-category discontinuity and verbal rule complexity on information-integration and rule-based category learning was conducted. Within-category discontinuity adversely affected information-integration category learning but not rule-based category learning. Model-based analyses suggested that some information-integration participants improved perfo...

Category learning is thought to be mediated—in at least some category structures—by hypothesis-testing processes. Verbal labels for the stimuli and stimulus individuation have been shown to facilitate the formation, testing, and application of rules of category membership (Fotiadis & Protopapas, 2014). We sought to replicate the phenomenon of facilitation due to verbal names for the stimuli by ...

The purpose of the present investigation was to determine the relationship between serum ghrelin concentrations, adiposity, and verbal learning in a group of healthy, fit older adults. Participants were 28 healthy older adults (age: 70.8 ± 9.3 yrs, BMI: 27.3 ± 5.7). Participants reported to the laboratory and basic anthropometric data were collected, followed by a blood draw to quantify serum g...

background: workplace stress is known to be related with many behavioral and disease outcomes. however, little is known about its prospective relationship with measures of cognitive decline. objective: to investigate the association of job strain, psychological demands and job control on cognitive decline. methods: participants from framingham offspring cohort (n=1429), were assessed on job str...

Implicit and explicit learning were originally distinguished in terms of accessibility to verbal report. We identify evidence for the proposal that the im-plicit/explicit contrast corresponds to a divide between connectionist and symbolic representations. We show that explicit learning shows marked improvement between 4 and 8 years of age. This nding contrasts against very early implicit learni...