The associative nature of human associative learning

Behavioral and Brain Sciences 32 (2):225-226 (2009)
Abstract
The extent to which human learning should be thought of in terms of elementary, automatic versus controlled, cognitive processes is unresolved after nearly a century of often fierce debate. Mitchell et al. provide a persuasive review of evidence against automatic, unconscious links. Indeed, unconscious processes seem to play a negligible role in any form of learning, not just in Pavlovian conditioning. But a modern connectionist framework, in which phenomena are emergent properties, is likely to offer a fuller account of human learning than the propositional framework Mitchell et al. propose
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