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How do we get from propositions to behavior?

  • Daniel A. Sternberg (a1) and James L. McClelland (a2)
  • DOI: http://dx.doi.org/10.1017/S0140525X09001150
  • Published online: 01 April 2009
Abstract
Abstract

Mitchell et al. describe many fascinating studies, and in the process, propose what they consider to be a unified framework for human learning in which effortful, controlled learning results in propositional knowledge. However, it is unclear how any of their findings privilege a propositional account, and we remain concerned that embedding all knowledge in propositional representations obscures the tight interdependence between learning from experiences and the use of the results of learning as a basis for action.

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This list contains references from the content that can be linked to their source. For a full set of references and notes please see the PDF or HTML where available.

A. Cleeremans & J. L McClelland . (1991) Learning the structure of event sequences. Journal of Experimental Psychology: General 120(3):235–53.

J. K. Kruschke & N Blair . (2000) Blocking and backward blocking involve learned inattention. Psychonomic Bulletin and Review 7(4):636–45.

J. McClelland , B. McNaughton & R O'Reilly . (1995) Why there are complementary learning systems in the hippocampus and neocortex: Insights from the successes and failures of connectionist models of learning and memory. Psychological Review 102(3):419–57.

J. McClelland & R Thompson . (2007) Using domain-general principles to explain children's causal reasoning abilities. Developmental Science 10(3):333–56.

S. Vandorpe , Houwer De , J. & T Beckers . (2007b) The role of memory for compounds in cue competition. Learning and Motivation 38:195207.

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Behavioral and Brain Sciences
  • ISSN: 0140-525X
  • EISSN: 1469-1825
  • URL: /core/journals/behavioral-and-brain-sciences
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