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Chris Mitchell
Trent University
  1.  79
    The Propositional Nature of Human Associative Learning.Chris J. Mitchell, Jan De Houwer & Peter F. Lovibond - 2009 - Behavioral and Brain Sciences 32 (2):183-198.
    The past 50 years have seen an accumulation of evidence suggesting that associative learning depends on high-level cognitive processes that give rise to propositional knowledge. Yet, many learning theorists maintain a belief in a learning mechanism in which links between mental representations are formed automatically. We characterize and highlight the differences between the propositional and link approaches, and review the relevant empirical evidence. We conclude that learning is the consequence of propositional reasoning processes that cooperate with the unconscious processes involved (...)
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    Negative Priming Reduces Affective Ratings.Oren Griffiths & Chris J. Mitchell - 2008 - Cognition and Emotion 22 (6):1119-1129.
  3.  9
    Selective Attention in Human Associative Learning and Recognition Memory.Oren Griffiths & Chris J. Mitchell - 2008 - Journal of Experimental Psychology: General 137 (4):626-648.
  4.  34
    Link-Based Learning Theory Creates More Problems Than It Solves.Chris J. Mitchell, Jan De Houwer & Peter F. Lovibond - 2009 - Behavioral and Brain Sciences 32 (2):230-246.
    In this response, we provide further clarification of the propositional approach to human associative learning. We explain why the empirical evidence favors the propositional approach over a dual-system approach and how the propositional approach is compatible with evolution and neuroscience. Finally, we point out aspects of the propositional approach that need further development and challenge proponents of dual-system models to specify the systems more clearly so that these models can be tested.
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    Creativity and Blocking: No Evidence for an Association.Tara Zaksaite, Peter M. Jones & Chris J. Mitchell - 2017 - Avant: Trends in Interdisciplinary Studies 8 (T):135-146.
    Creativity is an important quality that has been linked with problem solving, achievement, and scientific advancement. It has previously been proposed that creative individuals pay greater attention to and are able to utilize information that others may consider irrelevant, in order to generate creative ideas. In this study we investigated whether there was a relationship between creativity and greater learning about irrelevant information. To answer this question, we used a self-report measure of creative ideation and a blocking task, which involved (...)
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    Eliminating the Mere Exposure Effect Through Changes in Context Between Exposure and Test.Daniel de Zilva, Chris J. Mitchell & Ben R. Newell - 2013 - Cognition and Emotion 27 (8):1345-1358.