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.
- social cognition
ASJC Scopus subject areas
- Neuropsychology and Physiological Psychology
- Experimental and Cognitive Psychology
- Cognitive Neuroscience