Tracking the emergence of conceptual knowledge during human decision making.

Importantly, in a separate follow-up behavioral experiment, where participants provided verbal descriptions of the conceptual structure of the task after each learning block (see Supplemental Results and Supplemental Experimental Procedures ), the correlation between probe performance and task structure descriptions was highly significant (r = 0.71, p < 0.001) and remained significant (p < 0.05) after the effect of learning trial performance had been partialled out (r = 0.55, p < 0.001).

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