Abstract
Association, as the most basic unit of thinking and learning, has been a widely accepted, albeit controversial, concept in psychology. Recently, associationism has gained considerable momentum in the brain-inspired connectionist approach to learning. This paper compares connectionism with a nonassociative brain-inspired approach and reviews data bearing on the comparison regarding the nature of incompatibility between schemas.
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I wish to thank Genie Davis for assistance in the preparation of the manuscript. This research was supported in part by a University of Alabama (RGC PN 1437) and a College of Education research grant.
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Iran-Nejad, A. Associative and nonassociative schema theories of learning. Bull. Psychon. Soc. 27, 1–4 (1989). https://doi.org/10.3758/BF03329880
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DOI: https://doi.org/10.3758/BF03329880