学习的认知理论与刺激-反应理论
Cognitive versus stimulus-response theories of learning.
作者信息
Holland Peter C
机构信息
Department of Psychological and Brain Sciences, Johns Hopkins University, Baltimore, Maryland 21218, USA.
出版信息
Learn Behav. 2008 Aug;36(3):227-41. doi: 10.3758/lb.36.3.227.
Abstract
In his 1948 address to the Division of Theoretical-Experimental Psychology of the American Psychological Association, Kenneth W. Spence discussed six distinctions between cognitive and stimulus-response (S-R) theories of learning. In this article, I first review these six distinctions and then focus on two of them in the context of my own research. This research concerns the specification of stimulus-stimulus associations in associative learning and the characterization of the neural systems underlying those associations. In the course of describing Spence's views and my research, I hope to communicate some of the richness of Spence's S-R psychology and its currency within modern scientific analyses of behavior.
摘要
1948年，肯尼斯·W·斯彭斯在美国心理学会理论-实验心理学分会发表演讲时，讨论了认知学习理论与刺激-反应（S-R）学习理论之间的六个区别。在本文中，我首先回顾这六个区别，然后结合我自己的研究，重点探讨其中两个区别。我的研究涉及联想学习中刺激-刺激关联的具体说明，以及这些关联背后的神经系统特征。在描述斯彭斯的观点和我的研究过程中，我希望传达出斯彭斯S-R心理学的丰富内涵及其在现代行为科学分析中的价值。
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