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Grounding cognitive control in associative learning

Elger Abrahamse (UGent) , Senne Braem (UGent) , Wim Notebaert (UGent) and Tom Verguts (UGent)
(2016) PSYCHOLOGICAL BULLETIN. 142(7). p.693-728
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Abstract
Cognitive control covers a broad range of cognitive functions, but its research and theories typically remain tied to a single domain. Here we outline and review an associative learning perspective on cognitive control in which control emerges from associative networks containing perceptual, motor, and goal representations. Our review identifies 3 trending research themes that are shared between the domains of conflict adaptation, task switching, response inhibition, and attentional control: Cognitive control is context-specific, can operate in the absence of awareness, and is modulated by reward. As these research themes can be envisaged as key characteristics of learning, we propose that their joint emergence across domains is not coincidental but rather reflects a (latent) growth of interest in learning-based control. Associative learning has the potential for providing broad-scaled integration to cognitive control theory, and offers a promising avenue for understanding cognitive control as a self-regulating system without postulating an ill-defined set of homunculi. We discuss novel predictions, theoretical implications, and immediate challenges that accompany an associative learning perspective on cognitive control.
Keywords
CONTEXT-SPECIFIC CONTROL, DRIVEN ATTENTIONAL CAPTURE, ITEM-SPECIFIC CONTROL, TRIGGERED RESPONSE-INHIBITION, IRRELEVANT STIMULUS FEATURES, ANTERIOR CINGULATE CORTEX, EVENT-RELATED POTENTIALS, STOP-SIGNAL TASK, STROOP-LIKE TASK, TOP-DOWN CONTROL, attentional control, cognitive control, conflict adaptation, response inhibition, task switching

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Chicago
Abrahamse, Elger, Senne Braem, Wim Notebaert, and Tom Verguts. 2016. “Grounding Cognitive Control in Associative Learning.” Psychological Bulletin 142 (7): 693–728.
APA
Abrahamse, E., Braem, S., Notebaert, W., & Verguts, T. (2016). Grounding cognitive control in associative learning. PSYCHOLOGICAL BULLETIN, 142(7), 693–728.
Vancouver
1.
Abrahamse E, Braem S, Notebaert W, Verguts T. Grounding cognitive control in associative learning. PSYCHOLOGICAL BULLETIN. 2016;142(7):693–728.
MLA
Abrahamse, Elger, Senne Braem, Wim Notebaert, et al. “Grounding Cognitive Control in Associative Learning.” PSYCHOLOGICAL BULLETIN 142.7 (2016): 693–728. Print.
@article{7209063,
  abstract     = {Cognitive control covers a broad range of cognitive functions, but its research and theories typically remain tied to a single domain. Here we outline and review an associative learning perspective on cognitive control in which control emerges from associative networks containing perceptual, motor, and goal representations. Our review identifies 3 trending research themes that are shared between the domains of conflict adaptation, task switching, response inhibition, and attentional control: Cognitive control is context-specific, can operate in the absence of awareness, and is modulated by reward. As these research themes can be envisaged as key characteristics of learning, we propose that their joint emergence across domains is not coincidental but rather reflects a (latent) growth of interest in learning-based control. Associative learning has the potential for providing broad-scaled integration to cognitive control theory, and offers a promising avenue for understanding cognitive control as a self-regulating system without postulating an ill-defined set of homunculi. We discuss novel predictions, theoretical implications, and immediate challenges that accompany an associative learning perspective on cognitive control.},
  author       = {Abrahamse, Elger and Braem, Senne and Notebaert, Wim and Verguts, Tom},
  issn         = {0033-2909},
  journal      = {PSYCHOLOGICAL BULLETIN},
  keyword      = {CONTEXT-SPECIFIC CONTROL,DRIVEN ATTENTIONAL CAPTURE,ITEM-SPECIFIC CONTROL,TRIGGERED RESPONSE-INHIBITION,IRRELEVANT STIMULUS FEATURES,ANTERIOR CINGULATE CORTEX,EVENT-RELATED POTENTIALS,STOP-SIGNAL TASK,STROOP-LIKE TASK,TOP-DOWN CONTROL,attentional control,cognitive control,conflict adaptation,response inhibition,task switching},
  language     = {eng},
  number       = {7},
  pages        = {693--728},
  title        = {Grounding cognitive control in associative learning},
  url          = {http://dx.doi.org/10.1037/bul0000047},
  volume       = {142},
  year         = {2016},
}

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