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Learning without thinking

Published online by Cambridge University Press:  23 April 2009

R. A. Boakes
R. A. Boakes
Affiliation:
School of Psychology (A18), University of Sydney, NSW 2006, Australia. bobb@psych.usyd.edu.au
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Abstract

The main conclusion to draw from Mitchell et al's article is that it is difficult to disentangle cognitive and learning processes in contingency and causal experiments. More compelling evidence for human associate learning comes from research where, because of the type of events involved, participants are unable or unlikely to think about the relationships between the events.

Type
Open Peer Commentary
Information
Behavioral and Brain Sciences , Volume 32 , Issue 2 , April 2009 , pp. 202 - 203
Copyright
Copyright © Cambridge University Press 2009

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