Mackintosh lecture—: Association and cognition: Two processes, one system

McLaren, Ian A.; McAndrew, Amy; Angerer, Katharina; McLaren, Rossy; Forrest, Charlotte; Bowditch, William A.; Monsell, Stephen; Verbruggen, Frederick

doi:10.1177/1747021818766287

Cited by 17 publications

(10 citation statements)

References 39 publications

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“…The latter implies the operation of an associative process by which the “mere” correlation of a CS with a valenced US would suffice ipso facto to transform CS valences, particularly if the capacity to engage in propositional deliberation is dampened (Bar-Anan and Moran, 2017). The disassociation between explicit and implicit CS evaluations provides further evidence of dual processes underlying CS valence evaluations (McLaren et al., 2014, 2018; Sweldens et al., 2014).…”

Section: Introductionmentioning

confidence: 87%

“…Specifically, US expectancy was high following CS→US (acquisition) trials, and low following CS-alone (extinction) trials. This disassociation between US expectancy (high/low) and CS valence (high/high) has been proposed as evidence for the dual operation of propositional and associative processes during CS valence transformations (Bar-Anan and Moran, 2017; Gawronski and Bodenhausen, 2018; McLaren et al., 2018).…”

Section: Introductionmentioning

confidence: 90%

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Effects of Nodal Distance on Conditioned Stimulus Valences Across Time

et al. 2019

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A meaningless symbol that repeatedly co-occurs with emotionally salient faces (US) can transform into a valenced symbol (CS). US-to-CS valence transformations have been observed for CS that have been directly ( US → CS0 ) and indirectly ( US →CS0→ CS1 → CS2 ) linked with face US. The structure of a US→CS0→CS1→CS2 series may be conceptualized in terms of “nodal distance,” where CS0, CS1, and CS2 are 0, 1, and 2 nodes from the US respectively. Increasing nodal distance between an evaluated CS and its linked US can reduce magnitude of observed CS valence transformations. We explored currently whether nodal distance can influence CS valence extinction , which describes reductions in CS valence following repeated exposures to CS without any accompanying US. In our study, faces with happy/neutral/sad expressions (US) were directly linked with nonsense words (US→CS0). The directly linked CS0 was concurrently linked with other words (CS0→CS1, CS1→CS2). Subjects evaluated all stimuli before and after conditioning, then continued to provide CS evaluations twice a week for 6 weeks. Bayesian factors provided credible evidence for the transformation and extinction of CS valences that were 0 and 1 nodes from US (all BF 10 ’s > 100). The variability across post-conditioning CS evaluations provides indirect evidence for context-sensitive/propositional and structural/associative operations during CS evaluations.

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Section: Introductionmentioning

confidence: 87%

Section: Introductionmentioning

confidence: 90%

Effects of Nodal Distance on Conditioned Stimulus Valences Across Time

et al. 2019

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“…Some researchers still argue that all complex tasks can be reduced to a series of associations and others heatedly disagree-see, for example, Heyes (2016) associative-learning based arguments for the explanation of human imitation, other researchers' counter-claims for neonatal imitation (Meltzoff and Moore, 1999;Simpson et al, 2014), and the demands of still others for further research (Vincini et al, 2017). Despite an overall lack of consensus on exactly what does separate associative versus other forms of learning, many researchers seem to agree on mental representation, rule-based learning and symbolic processing as behaviors that differ in measurable ways from associative learning (e.g., McLaren et al, 2018;Church, 2019;Smith, 2019;Wills et al, 2019). Note that Macphail acknowledges only the uniqueness of language, of which symbolic processing is merely one aspect.…”

Section: Is Everything Reducible To Associations?mentioning

confidence: 99%

The Comparative Psychology of Intelligence: Some Thirty Years Later

Pepperberg

2020

Front. Psychol.

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After re-reading Macphail's (1987) essay "The Comparative Psychology of Intelligence" with all the associated commentaries, I was struck by how contemporary many of the arguments and counter-arguments still appear. Of course, we now know much more about the abilities of many more species (including their neurobiology) and fewer researchers currently favor explanations of behavior based solely on associative processes; however, the role of contextual variables in comparative psychology still remains cloudy. I discuss these issues briefly. Given my research interests involving the cognitive and communicative abilities of Grey parrots, the one aspect of the original article upon which I feel I can comment in depth involves Macphail's claims about the importance of language-and specifically syntax-in problem-solving and thus in placing humans above all other creatures. Granted, no other species has (or in my opinion is likely ever to acquire) everything that goes into what is considered "human language." Nevertheless, several other species have acquired symbolic representation, and considerable information now exists upon which to base an argument that such acquisition by itself enables more complex and "human-like" cognitive processes. Such processes may form the basis of the kind of intelligence that is measurednot surprisingly-with human-based tasks, including the use of such representations as a means to directly query non-human subjects in ways not unlike those used with young children.

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“…Interested readers might also want to look at some other promising procedures discussed byMcLaren et al (2019).…”

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confidence: 99%

Dissociable learning processes, associative theory, and testimonial reviews: A comment on Smith and Church (2018)

et al. 2019

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Smith and Church (Psychonomic Bulletin & Review, 25, 1565-1584 2018) present a "testimonial" review of dissociable learning processes in comparative and cognitive psychology, by which we mean they include only the portion of the available evidence that is consistent with their conclusions. For example, they conclude that learning the information-integration category-learning task with immediate feedback is implicit, but do not consider the evidence that people readily report explicit strategies in this task, nor that this task can be accommodated by accounts that make no distinction between implicit and explicit processes. They also consider some of the neuroscience relating to information-integration category learning, but do not report those aspects that are more consistent with an explicit than an implicit account. They further conclude that delay conditioning in humans is implicit, but do not report evidence that delay conditioning requires awareness; nor do they present the evidence that conditioned taste aversion, which should be explicit under their account, can be implicit. We agree with Smith and Church that it is helpful to have a clear definition of associative theory, but suggest that their definition may be unnecessarily restrictive. We propose an alternative definition of associative theory and briefly describe an experimental procedure that we think may better distinguish between associative and non-associative processes.

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Mackintosh lecture—: Association and cognition: Two processes, one system

Cited by 17 publications

References 39 publications

Effects of Nodal Distance on Conditioned Stimulus Valences Across Time

Effects of Nodal Distance on Conditioned Stimulus Valences Across Time

The Comparative Psychology of Intelligence: Some Thirty Years Later

Dissociable learning processes, associative theory, and testimonial reviews: A comment on Smith and Church (2018)

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