Abstract
We propose that learning has a top-down component, but not in the propositional terms described by Mitchell et al. Specifically, we propose that a host of learning processes, including associative learning, serve to imbue the representation of the conditioned stimulus (CS) with affective meaning.
Keywords
associative learning, conditioned stimulus (CS), response article, peer commentary
Subject Categories
Cognitive psychology, Paired-association learning, Learning - Psychology
Disciplines
Cognitive Psychology
Publisher
Cambridge University Press
Publication Date
2009
Rights Holder
© 2009 Cambridge University Press
Permanent URL
Recommended Citation
Bliss-Moreau, Eliza and Barrett, Lisa Feldman, "What's reason got to do with it? Affect as the foundation of learning" (2009). Psychology Faculty Publications. Paper 23. http://hdl.handle.net/2047/d20000870
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Notes
Originally published in Behavioral and Brain Sciences, v.32 no.2 (2009), pp. 201-202. DOI: 10.1017/S0140525X09000892.
Open peer commentary response to "The propositional nature of human associative learning," (Chris J. Mitchell, Jan De Houwer and Peter F. Lovibond), Behavioral and Brain Sciences, v.32 no.2 (2009), pp.183-198.