TY - JOUR
T1 - Social Cognition 2.0
T2 - An Interactive Memory Systems Account
AU - Amodio, David M.
N1 - Funding Information:
This article benefited from the generous and insightful feedback of Don Carlston, Karin Foerde, and members of the NYU Social Neuroscience Laboratory (Jeffrey Berg, Michael Berkebile, Hope Oloye, and Ben Stillerman) and support from the US National Science Foundation ( BCS 1551826 ) and the Netherlands Organisation for Scientific Research ( VICI 016.185.058 ).
Funding Information:
This article benefited from the generous and insightful feedback of Don Carlston, Karin Foerde, and members of the NYU Social Neuroscience Laboratory (Jeffrey Berg, Michael Berkebile, Hope Oloye, and Ben Stillerman) and support from the US National Science Foundation (BCS 1551826) and the Netherlands Organisation for Scientific Research (VICI 016.185.058).
Publisher Copyright:
© 2018 Elsevier Ltd
PY - 2019/1
Y1 - 2019/1
N2 - For 40 years, research on impression formation and attitudes has relied on dual-process theories that represent knowledge in a single associative network. Although such models explain priming effects and some implicit responses, they are generally silent on other forms of learning and on the interface of social cognition with perception and action. Meanwhile, advances in cognitive neuroscience reveal multiple, interacting forms of learning and memory (e.g., semantic associative memory, Pavlovian conditioning, and instrumental learning), with detailed models of their operations, neural bases, and connections with perceptual and behavioral systems. This memory systems perspective offers a more refined, neurally plausible model of social cognition and attitudes that, I argue, provides a useful and generative account of human social behavior.
AB - For 40 years, research on impression formation and attitudes has relied on dual-process theories that represent knowledge in a single associative network. Although such models explain priming effects and some implicit responses, they are generally silent on other forms of learning and on the interface of social cognition with perception and action. Meanwhile, advances in cognitive neuroscience reveal multiple, interacting forms of learning and memory (e.g., semantic associative memory, Pavlovian conditioning, and instrumental learning), with detailed models of their operations, neural bases, and connections with perceptual and behavioral systems. This memory systems perspective offers a more refined, neurally plausible model of social cognition and attitudes that, I argue, provides a useful and generative account of human social behavior.
KW - attitudes
KW - implicit
KW - learning
KW - memory
KW - neuroscience
KW - social cognition
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U2 - 10.1016/j.tics.2018.10.002
DO - 10.1016/j.tics.2018.10.002
M3 - Review article
C2 - 30466793
AN - SCOPUS:85056712337
VL - 23
SP - 21
EP - 33
JO - Trends in Cognitive Sciences
JF - Trends in Cognitive Sciences
SN - 1364-6613
IS - 1
ER -