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  1. The associative nature of human associative learning.David R. Shanks - 2009 - Behavioral and Brain Sciences 32 (2):225-226.
    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 (...)
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  • Relativity and representativeness.Kenneth R. Hammond - 1951 - Philosophy of Science 18 (3):208-211.
    Certain suggestions recently made by Brunswik concerning the design of experiments in psychology seem to have far reaching implications. Indeed, Brunswik's suggestions appear to the writer to be congruent with Einstein's General Theory of Relativity. Congruences between such diverse disciplines as psychology and physics bear watching if for no other reason than the fact that psychologists frequently point to the physicist as the ideal scientist. Unfortunately, in the writer's opinion, the ideal which the psychologist still admires is the classical, or (...)
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  • Harry F. Harlow and animal research: Reflection on the ethical paradox.John P. Gluck - 1997 - Ethics and Behavior 7 (2):149 – 161.
    With respect to the ethical debate about the treatment of animals in biomedical and behavioral research, Harry F. Harlow represents a paradox. On the one hand, his work on monkey cognition and social development fostered a view of the animals as having rich subjective lives filled with intention and emotion. On the other, he has been criticized for the conduct of research that seemed to ignore the ethical implications of his own discoveries. The basis of this contradiction is discussed and (...)
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