• Attention and Associative Learning: From Brain to Behaviour (edited book)
    with Mike Le Pelley
    Oxford University Press UK. 2010.
    This book brings together leading international learning and attention researchers to provide both a comprehensive and wide-ranging overview of the current state of knowledge of this area as well as new perspectives and directions for the future. There are coherent themes that run throughout the book, but there are also, inevitably, fundamental disagreements between contributors on the role of attention in learning. Together, the views expressed in this book paint a picture of a vibrant and exci…Read more
  •  482
    Cases from the Harvard Ethics Consortium
    with Robert Truog
    Journal of Clinical Ethics 13 (2): 146-146. 2002.
  •  8
    A bridge to nowhere
    with Robert D. Truog
    Journal of Clinical Ethics 14 (3): 189. 2003.
  •  10
    Irene's story
    with Robert Truog
    Journal of Clinical Ethics 13 (3): 230. 2002.
  •  5
    Creativity and Blocking: No Evidence for an Association
    with Tara Zaksaite and Peter Jones
    Avant: Trends in Interdisciplinary Studies 8 (T): 135-146. 2017.
    Creativity is an important quality that has been linked with problem solving, achievement, and scientific advancement. It has previously been proposed that creative individuals pay greater attention to and are able to utilize information that others may consider irrelevant, in order to generate creative ideas. In this study we investigated whether there was a relationship between creativity and greater learning about irrelevant information. To answer this question, we used a self-report measure …Read more
  •  5
    Eliminating the mere exposure effect through changes in context between exposure and test
    with Daniel de Zilva and Ben R. Newell
    Cognition and Emotion 27 (8): 1345-1358. 2013.
  •  67
    The propositional nature of human associative learning
    with Jan De Houwer and Peter F. Lovibond
    Behavioral and Brain Sciences 32 (2): 183-198. 2009.
    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 knowledge. Yet, many learning theorists maintain a belief in a learning mechanism in which links between mental representations are formed automatically. We characterize and highlight the differences between the propositional and link approaches, and review the relevant empirical evidence. We conclude that learning is the consequen…Read more
  •  20
    Negative priming reduces affective ratings
    with Oren Griffiths
    Cognition and Emotion 22 (6): 1119-1129. 2008.
    No abstract
  •  8
    Selective attention in human associative learning and recognition memory
    with Oren Griffiths
    Journal of Experimental Psychology: General 137 (4): 626-648. 2008.
  •  34
    Link-based learning theory creates more problems than it solves
    with Jan De Houwer and Peter F. Lovibond
    Behavioral and Brain Sciences 32 (2): 230-246. 2009.
    In this response, we provide further clarification of the propositional approach to human associative learning. We explain why the empirical evidence favors the propositional approach over a dual-system approach and how the propositional approach is compatible with evolution and neuroscience. Finally, we point out aspects of the propositional approach that need further development and challenge proponents of dual-system models to specify the systems more clearly so that these models can be teste…Read more