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Symposium and Mini-Symposium

Brain Mechanisms of Concept Learning

Dagmar Zeithamova, Michael L. Mack, Kurt Braunlich, Tyler Davis, Carol A. Seger, Marlieke T.R. van Kesteren and Andreas Wutz
Journal of Neuroscience 16 October 2019, 39 (42) 8259-8266; https://doi.org/10.1523/JNEUROSCI.1166-19.2019
Dagmar Zeithamova
1Department of Psychology and Institute of Neuroscience, University of Oregon, Eugene, Oregon 97403,
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Michael L. Mack
2Department of Psychology, University of Toronto, Toronto, Ontario M5S 3G3, Canada,
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Kurt Braunlich
3Department of Psychology and Program in Molecular, Cellular, and Integrative Neurosciences, Colorado State University, Fort Collins, Colorado 80523,
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Tyler Davis
4Department of Psychological Sciences, Texas Tech University, Lubbock, Texas 79403,
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Carol A. Seger
5Center for the Study of Applied Psychology, Key Laboratory of Mental Health and Cognitive Science of Guangdong Province, School of Psychology, South China Normal University, Guangzhou 510631, China,
3Department of Psychology and Program in Molecular, Cellular, and Integrative Neurosciences, Colorado State University, Fort Collins, Colorado 80523,
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Marlieke T.R. van Kesteren
6Section of Education Sciences and LEARN! Research Institute, Vrije Universiteit Amsterdam, Amsterdam 1081 BT, The Netherlands,
9Institute for Brain and Behavior Amsterdam, Vrije Universiteit Amsterdam, Amsterdam 1081 BT, The Netherlands
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Andreas Wutz
7The Picower Institute for Learning & Memory and Department of Brain & Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, Massachusetts 02139,
8Center for Cognitive Neuroscience, University of Salzburg, Hellbrunnerstrasse 34, 5020 Salzburg, Austria, and
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    Figure 1.

    Concept representations per the exemplar and prototype models. Exemplar model assumes that categories are represented by specific exemplars. Prototype model assumes that categories are represented by their central tendency (prototype), which is abstracted from specific exemplars and embodies all characteristic features.

  • Figure 2.
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    Figure 2.

    A schematic depiction of results from Wutz et al. (2018). Distinct neural circuits communicate through distinct channels when concept learning requires low levels of abstraction versus high levels of abstraction.

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The Journal of Neuroscience: 39 (42)
Journal of Neuroscience
Vol. 39, Issue 42
16 Oct 2019
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Brain Mechanisms of Concept Learning
Dagmar Zeithamova, Michael L. Mack, Kurt Braunlich, Tyler Davis, Carol A. Seger, Marlieke T.R. van Kesteren, Andreas Wutz
Journal of Neuroscience 16 October 2019, 39 (42) 8259-8266; DOI: 10.1523/JNEUROSCI.1166-19.2019

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Brain Mechanisms of Concept Learning
Dagmar Zeithamova, Michael L. Mack, Kurt Braunlich, Tyler Davis, Carol A. Seger, Marlieke T.R. van Kesteren, Andreas Wutz
Journal of Neuroscience 16 October 2019, 39 (42) 8259-8266; DOI: 10.1523/JNEUROSCI.1166-19.2019
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Keywords

  • categorization
  • computational modeling
  • hippocampus
  • prefrontal cortex
  • parietal cortex
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