**5. Conclusions**

A large number of studies have outlined the behavioral and neural processes that are associated with di fferent methods of categorization. The overwhelming consensus amongs<sup>t</sup> these studies is that di fferent categorization strategies serve the purpose of making learning as e fficient as possible under different learning conditions. These strategies rely on distinct memory systems. A common feature of category learning studies is that they use tasks that are designed to recruit these systems and strategies one at a time. Yet, real-world learning likely involves the ability to switch between memory systems, including different approaches to different stimuli within a seeming same task. Through the conducted experiment, we provided initial evidence that people can switch between memory systems to optimize performance in a single task. In addition, we determined the time course by which the brain shows dissociable neural signatures signifying the selection of these different memory systems.

**Author Contributions:** Conceptualization, K.K.M. and D.Z.; Methodology, K.K.M., D.Z., P.L. and D.T.; Formal analysis, K.K.M., D.Z., and P.L.; Investigation, K.K.M., D.Z., P.L., and D.T.; Resources, D.Z., and D.T.; Data curation, K.K.M. and D.Z.; Writing—original draft preparation, K.K.M.; Writing—review and editing, D.Z., P.L., and D.T.; visualization, K.K.M.; Supervision, K.K.M., and D.Z.; Project administration, K.K.M.; Funding acquisition, D.Z. and D.T. All authors have read and agreed to the published version of the manuscript.

**Funding:** This research received no external funding.

**Conflicts of Interest:** The authors declare no conflict of interest.
