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Is there room for simple links in a propositional mind?

Published online by Cambridge University Press:  23 April 2009

Evan J. Livesey  and
Justin A. Harris
Evan J. Livesey
Affiliation:
School of Psychology, University of Sydney, Sydney, NSW, 2006, Australia. evanl@psych.usyd.edu.auhttp://www.psych.usyd.edu.au/staff/evanljustinh@psych.usyd.edu.auhttp://www.psych.usyd.edu.au/staff/justinh
Justin A. Harris
Affiliation:
School of Psychology, University of Sydney, Sydney, NSW, 2006, Australia. evanl@psych.usyd.edu.auhttp://www.psych.usyd.edu.au/staff/evanljustinh@psych.usyd.edu.auhttp://www.psych.usyd.edu.au/staff/justinh
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Abstract

Against Mitchell et al.'s assertions, we argue that (1) the concordance between learning and awareness does not support any particular learning theory, (2) their propositional approach is at odds with examples of learned behaviours that contradict beliefs about causation, and (3) the relative virtues of the two approaches in terms of parsimony is more ambiguous than Mitchell et al. suggest.

Type
Open Peer Commentary
Information
Behavioral and Brain Sciences , Volume 32 , Issue 2 , April 2009 , pp. 212 - 213
Copyright
Copyright © Cambridge University Press 2009

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