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Peer reviewedJohnstone, Theresa; Shanks, David R. – Cognitive Psychology, 2001
Evaluated the contribution of rule, exemplar, fragment, and episodic knowledge in artificial grammar learning using memorization versus hypothesis testing training tasks in 5 experiments involving a total of 163 college students. There was no evidence that memorization led to abstraction of rules or encoding of whole exemplars. Results support an…
Descriptors: Abstract Reasoning, Coding, College Students, Grammar
