Эффект интерферирующей задачи на разных этапах категориального научения
Current models of category learning di er unidimensional and complex category rules. Numerous studies using various types of interference task showed that unidimensional rule-based category learning can be disrupted by verbal interference, and complex rule-based category learning can be disrupted by nonverbal interference. However, in these studies, interference accompanied all stages of learning, which prevent to detect its in uence on the di erent components of the learning process. In two experiments participants were to categorize arti cially created stimuli according unidimensional or complex rules. The interference tasks were presented at the beginning or in the middle of the learning course. It was found that the complex- based rules learning slowed down during interference and continued at the previous rate after interference termination. The unidimensional rule-based learning also slowed down at the time of interference but after it stopped this type of learning continued at a higher rate. These results are discussed in relation to the COVIS model.