Social Cognition 2.0

An Interactive Memory Systems Account

Research output: Contribution to journalArticle

Abstract

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.

Original languageEnglish (US)
JournalTrends in Cognitive Sciences
DOIs
StateAccepted/In press - Jan 1 2018

Fingerprint

Cognition
Learning
Operant Conditioning
Social Behavior
Semantics
Research
Conditioning (Psychology)
Cognitive Neuroscience

Keywords

  • attitudes
  • implicit
  • learning
  • memory
  • neuroscience
  • social cognition

ASJC Scopus subject areas

  • Neuropsychology and Physiological Psychology
  • Experimental and Cognitive Psychology
  • Cognitive Neuroscience

Cite this

Social Cognition 2.0 : An Interactive Memory Systems Account. / Amodio, David.

In: Trends in Cognitive Sciences, 01.01.2018.

Research output: Contribution to journalArticle

@article{a072e53f8e20421387b3019cb1af2af5,
title = "Social Cognition 2.0: An Interactive Memory Systems Account",
abstract = "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.",
keywords = "attitudes, implicit, learning, memory, neuroscience, social cognition",
author = "David Amodio",
year = "2018",
month = "1",
day = "1",
doi = "10.1016/j.tics.2018.10.002",
language = "English (US)",
journal = "Trends in Cognitive Sciences",
issn = "1364-6613",
publisher = "Elsevier Limited",

}

TY - JOUR

T1 - Social Cognition 2.0

T2 - An Interactive Memory Systems Account

AU - Amodio, David

PY - 2018/1/1

Y1 - 2018/1/1

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

UR - http://www.scopus.com/inward/record.url?scp=85056712337&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85056712337&partnerID=8YFLogxK

U2 - 10.1016/j.tics.2018.10.002

DO - 10.1016/j.tics.2018.10.002

M3 - Article

JO - Trends in Cognitive Sciences

JF - Trends in Cognitive Sciences

SN - 1364-6613

ER -