Abstract
Associative learning effects can be defined as changes in behavior that are due to relations between events in the world. Most often, these effects are explained in terms of the formation of unqualified associations in memory. I describe an alternative theoretical explanation, according to which associative learning effects are the result of the nonautomatic generation and evaluation of propositions about relations between events. This idea is supported by many studies showing that associative learning effects are determined not only by the direct experience of events but also by prior knowledge, instructions, intervention, and deductive reasoning. Moreover, evidence supports the assumption that associative learning effects depend on nonautomatic processes. Whereas a propositional approach thus offers many new insights, questions can be raised about what the idea of association formation adds to our understanding of associative learning.
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This article was made possible by Grants BOF-01100805 and BOF/GOA2006/001 from Ghent University. I thank Geoff Hall for inviting me to write this article and the many researchers with whom I discussed the possible merits of propositional and association formation models, in particular Lorraine Allan, Tom Beckers, Tony Dickinson, Mike Le-Pelly, Peter Lovibond, Helena Matute, Chris Mitchell, Ralph Miller, Agnes Moors, David Shanks, Stefaan Vandorpe, Tom Verguts, Michael Waldmann, and Andy Wills.
Note—This article is one of an occasional series of reviews invited by the editors.
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De Houwer, J. The propositional approach to associative learning as an alternative for association formation models. Learning & Behavior 37, 1–20 (2009). https://doi.org/10.3758/LB.37.1.1
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DOI: https://doi.org/10.3758/LB.37.1.1