Open Peer Commentary
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.
The propositional nature of human associative learning Chris J. Mitchell, Jan De Houwer and Peter F. Lovibond School of Psychology, University of New South Wales, Kensington 2052, Australia firstname.lastname@example.org http://www.psy.unsw.edu.au/profiles/cmitchell.html; Department of Psychology, Ghent University, Henri Dunantlaan 2, B-9000 Ghent, Belgium email@example.com http://users.ugent.be/~jdhouwer/">; School of Psychology, University of New South Wales, Kensington 2052, Australia firstname.lastname@example.org http://www.psy.unsw.edu.au/profiles/plovibond.html">