This article presents a comprehensive survey of research concerning interactions between
associative learning and attention in humans. Four main findings are described. First …

During the last 30 years two theories have dominated our understanding of the relationship
between attention and associative learning. One of these, proposed by Mackintosh (1975) …

The past 50 years have seen an accumulation of evidence suggesting that associative
learning depends on high-level cognitive processes that give rise to propositional …

In this response, we provide further clarification of the propositional approach to human
associative learning. We explain why the empirical evidence favors the propositional …

Many theories of learning provide no role for learned selective attention (eg, Anderson,
1991; Pearce, 1994; Rehder & Murphy, 2003). Selective attention is crucial, however, for …

Cues that reliably predict an outcome in an initial phase of training (Phase 1) are learned
faster in a second phase of training (Phase 2) than cues that were unreliable in Phase 1 …

Previous studies have demonstrated a retardation in the rate of novel learning about
previously blocked cues as compared to appropriate control cues. We report an experiment …

Repeated presentation of a single stimulus produces habituation—engages a learning
process that results in a reduction of the ability of the stimulus to evoke its customary …

Drawing on our Associative-Propositional Evaluation (APE) Model, we argue for the
usefulness of distinguishing between basic operating principles of learning processes …

The relationship between learned variations in attention and schizotypy was examined in
two experiments. In Experiment 1, participants low on a negative subscale of schizotypy …