多系統(tǒng)理論
Denton, S. E., Kruschke, J. K., & Erickson, M. A. (2008). Rule-based extrapolation: A continuing challenge for exemplar models. Psychonomic bulletin & review, 15(4), 780-786.
【這周小組會(huì)治懿報(bào)告】Rule+exemplar模型的最新進(jìn)展，回答這幾個(gè)問題：根據(jù)模型的推測(cè)，rule和examplar的權(quán)重受到什么因素調(diào)控；為什么這個(gè)模型比單獨(dú)的examplar更好？[7p]
Ashby, F. G., & Maddox, W. T. (2005). Human category learning. Annu. Rev. Psychol., 56, 149-178.
4個(gè)分類學(xué)習(xí)的經(jīng)典范式，一人看兩個(gè)。
McDaniel, M. A., Cahill, M. J., Robbins, M., & Wiener, C. (2014). Individual differences in learning and transfer: Stable tendencies for learning exemplars versus abstracting rules. Journal of Experimental Psychology: General, 143(2), 668.
多系統(tǒng)理論，不同的人群采取的rule-based 和 exemplar 的權(quán)重不同。
閱讀筆記-Ye Yizhou
Ashby, F. G., & Maddox, W. T. (2011). Human category learning 2.0. Annals of the New York Academy of Sciences, 1224, 147.
Category learning有兩個(gè)階段：第一階段是發(fā)現(xiàn)有哪些類型的學(xué)習(xí)，第二階段是承認(rèn)multi-system的存在，這篇主要是綜述了2011年以前的第二階段的研究結(jié)果。
閱讀筆記-Zhang Yu
Rosedahl, L. A., Eckstein, M. P., & Ashby, F. G. (2018). Retinal-specific category learning. Nature human behaviour, 2(7), 500-506.
Category learning的information-integration過程會(huì)發(fā)生在視網(wǎng)膜級(jí)別
閱讀筆記-Tang Wenwen
Huang-Pollock, C. L., Maddox, W. T., & Karalunas, S. L. (2011). Development of implicit and explicit category learning. Journal of experimental child psychology, 109(3), 321-335.
兒童心理學(xué)的研究，結(jié)果說兒童的正確分類往往基于對(duì)explicit系統(tǒng)的成功抑制。雜志也是兒童心理學(xué)里面很好的雜志，可以看看導(dǎo)言里面引的兒童身上的相關(guān)研究
閱讀筆記-Lin Beibei
Filoteo, J. V., Maddox, W. T., & Davis, J. D. (2001b). Quantitative modeling of category learning in amnesic patients. Journal of the International Neuropsychological Society, 7, 1-19.
健忘癥患者的分類學(xué)習(xí)的研究，主要看行為學(xué)的范式和行為學(xué)結(jié)果，腦影像相關(guān)的可以不用仔細(xì)看，看看文章中有沒有提到海馬區(qū)的參與
閱讀筆記-Zhang Yu
Crossley, M. J., Madsen, N. R., & Ashby, F. G. (2012). Procedural learning of unstructured categories. Psychonomic Bulletin & Review, 19, 1202– 1209.
仔細(xì)看實(shí)驗(yàn)范式和結(jié)果，看看實(shí)驗(yàn)結(jié)果是怎么描述的，unstructured category learning到底能不能學(xué)得到，如何得出“unstructured category learning includes a motor component that is more typical of striatal-mediated procedural learning than hippocampal-mediated declarative learning”這個(gè)結(jié)論
Maddox, W. T., & Ing, A. D. (2005). Delayed feedback disrupts the procedural-learning system but not the hypothesis testing system in perceptual category learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 31, 100-107
反饋時(shí)間對(duì)兩種學(xué)習(xí)的影響。仔細(xì)看實(shí)驗(yàn)范式和實(shí)驗(yàn)結(jié)果
閱讀筆記-Zhu Bihan
Ashby, F. G., Ell, S. W., & Waldron, E. M. (2003). Procedural learning in perceptual categorization. Memory & Cognition, 31, 1114-1125.
按鍵的調(diào)整對(duì)II學(xué)習(xí)的影響。實(shí)驗(yàn)范式和實(shí)驗(yàn)結(jié)果都要仔細(xì)看一下，看看怎么在邏輯上得出有一個(gè)procedural learning的過程
Smith, J. D., Boomer, J., Zakrzewski, A. C., Roeder, J. L., Church, B. A., & Ashby, F. G. (2014). Deferred feedback sharply dissociates implicit and explicit category learning. Psychological science, 25(2), 447-457.
這個(gè)文章是用了一個(gè)新的實(shí)驗(yàn)范式進(jìn)行內(nèi)隱和外顯學(xué)習(xí)的區(qū)分，發(fā)在PS上很好，可以仔細(xì)看一下引言、實(shí)驗(yàn)范式，再看看里面有沒有提到exemplar prototype
Unstructured Learning范式整理
以下不需要讀全文！因?yàn)閹缀趺科锩娲笃际悄X成像的東西，不需要細(xì)看，筆記里突出兩個(gè)信息就好：
a. 行為學(xué)實(shí)驗(yàn)的范式和結(jié)果
b. 海馬體是否有參與（全文搜索hippocampus看一下提到的地方）
（第一篇）Seger, C. A., & Cincotta, C. M. (2005). The roles of the caudate nucleus in human classification learning. Journal of Neuroscience, 25(11), 2941-2951.
（第二篇）Seger, C. A., Peterson, E. J., Cincotta, C. M., Lopez-Paniagua, D., & Anderson, C. W. (2010). Dissociating the contributions of independent corticostriatal systems to visual categorization learning through the use of reinforcement learning modeling and Granger causality modeling. Neuroimage, 50(2), 644-656.
Lopez-Paniagua, D., & Seger, C. A. (2011). Interactions within and between corticostriatal loops during component processes of category learning. Journal of cognitive neuroscience, 23(10), 3068-3083.
Eldridge, L. L., Masterman, D., & Knowlton, B. J. (2002). Intact implicit habit learning in Alzheimer's disease. Behavioral neuroscience, 116(4), 722.
（第一篇）Knowlton, B. J., Squire, L. R., & Gluck, M. A. (1994). Probabilistic classification learning in amnesia. Learning & memory, 1(2), 106-120.
（第二篇）Knowlton, B. J., Mangels, J. A., & Squire, L. R. (1996). A neostriatal habit learning system in humans. Science, 273(5280), 1399-1402.
（第三篇）Knowlton, B. J., Squire, L. R., Paulsen, J. S., Swerdlow, N. R., & Swenson, M. (1996). Dissociations within nondeclarative memory in Huntington's disease. Neuropsychology, 10(4), 538.
（第一篇）Reber, P. J., Knowlton, B. J., & Squire, L. R. (1996). Dissociable properties of memory systems: differences in the flexibility of declarative and nondeclarative knowledge. Behavioral neuroscience, 110(5), 861.
（第二篇）Reber, P. J., & Squire, L. R. (1999). Intact learning of artificial grammars and intact category learning by patients with Parkinson's disease. Behavioral neuroscience, 113(2), 235.
