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Waleed Saeed Aldosari

Abstract

Different methods are used by cognitive and comparative psychologists to interpret performance. The prevalent concept of associative learning is invoked by researchers studying animals. Humans are capable of explicit-declarative cognition, according to human researchers. This article provides a method for overcoming a barrier that prevents fruitful cross-talk. We demonstrate that the associative-learning construct is frequently contested by animals, and that attempting to extend it to include these performances is ineffective. This method weakens and devalues that crucial concept. We outline a different strategy that provides a precise operational definition of associative learning, thereby constraining the construct. In a number of comparative domains, we use this method to demonstrate how various task variations collectively alter the degree of awareness, the declarative character of knowledge, the dimensional breadth of knowledge, and the brain systems that structure learning. These modifications uncover dissociable learning processes that can be explained by a neural-systems framework but not by a unitary associative construct. These modifications establish the boundaries of explicit cognition and associative learning. Comparative psychology's empirical horizons can be expanded by the neural-systems framework. It can provide neuroscientists and cognitive researchers with animal models of explicit cognition. It can provide developmental researchers with basic behavioral paradigms for investigating explicit cognition. It can stimulate the collaboration between research on humans and animals, indicating a fruitful future for both.

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How to Cite

Processes Of Dissociable Learning In Comparative Psychology. (2018). Journal of Namibian Studies : History Politics Culture, 23, 29-33. https://doi.org/10.59670/nz8pbs59