They were trained with category structures in which a single feature determined category membership as well ones that required integration of features. Crucially, an executively-demanding concurrent task slowed learning of the single-feature categories but had little effect on the categories that required integration. The authors suggested that learning a single-feature category involved using

executive resources to extract an explicit rule that governs category membership. In contrast, learning of the feature-integration categories Olaparib was assumed to be an implicit stimulus-driven process (see also Ashby & Ell, 2001). Relating these findings to our patient group, it appears that while integration of features was impaired, executively-mediated

rule extraction was intact in most cases, hence their over-learning of a single feature dimension. However, the two most severe patients (N.H. and E.T.) were less successful in acquiring appropriate single-feature information, perhaps indicating a decline learn more in executive processes as the disease progresses. Which regions within the ATLs are critically involved in acquiring and storing coherent concepts? In SD, atrophy affects the entire ATL region, though it is concentrated in polar and ventrolateral regions (Gorno-Tempini et al., 2004 and Mion et al., 2010). Converging evidence from other methodologies has also implicated the ventral Chlormezanone and lateral aspects of the ATLs in the representation of conceptual knowledge (Binney et al., 2010, Marinkovic et al., 2003, Pobric et al., 2007 and Visser and Lambon Ralph, 2011). A parallel line of work has implicated medial anterior temporal regions, particularly the perirhinal cortex, in the perception and learning of novel feature conjunctions, both in humans (Barense et al., 2005 and Taylor et al., 2006) and non-human primates (Bussey et al., 2002 and Murray and Richmond, 2001). Damage to this region is associated with deficits in discriminating between novel stimuli based on conjunctions of their features. Medial and ventrolateral temporal regions also appear to interact in the acquisition and representation

of concepts. For example, neurons in both the perirhinal and ventrolateral ATLs change their response characteristics as monkeys learn novel visual associations, suggesting that both areas are involved (Messinger, Squire, Zola, & Albright, 2001). It is likely that medial temporal regions play a critical role in the perception and initial encoding of new conceptual information, while ventrolateral temporal cortex is necessary for longer-term storage of concepts (Albright, 2012 and Squire et al., 2004). Established theories of learning hold that this division of labour is necessary to avoid catastrophic interference between similar representations (McClelland, McNaughton, & O’Reilly, 1995). It is also consistent with the data observed in this study.