How do we get from propositions to behavior?

摘要

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 prepositional 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.