Abstract To explain learning, comparative researchers invoke an associative construct by which immediate reinforcement strengthens animal's adaptive responses. In contrast, cognitive researchers freely acknowledge humans' explicit-learning capability to test and confirm hypotheses even lacking direct reinforcement. We describe a new dissociative framework that may stretch animals' learning toward the explicit pole of cognition. We discuss the neuroscience of reinforcement-based learning and suggest the possibility of disabling a dominant form of reinforcement-based discrimination learning. In that vacuum, researchers may have an opportunity to observe animals' explicit learning strategies (i.e., hypotheses, rules, task self-construals). We review initial research using this framework showing explicit learning by humans and perhaps by monkeys. Finally, we consider why complementary explicit and reinforcement-based learning systems might promote evolutionary and ecological fitness. Illuminating the evolution of parallel learning systems may also tell part of the story of the emergence of humans' extraordinary capacity for explicit-declarative cognition.

中文翻译：

---

探索显性学习策略：分离的研究框架


摘要 为了解释学习，比较研究人员援引了一种联想结构，通过这种结构，即时强化可以增强动物的适应性反应。相比之下，认知研究人员坦率地承认人类具有测试和确认假设的显性学习能力，即使缺乏直接强化。我们描述了一种新的解离框架，可以将动物的学习延伸到认知的外显极点。我们讨论了基于强化的学习的神经科学，并提出了禁用基于强化的歧视学习的主要形式的可能性。在这种真空中，研究人员可能有机会观察动物的外显学习策略（即假设、规则、任务自我解释）。我们回顾了使用该框架的初步研究，该框架显示了人类（也许还有猴子）的显式学习。最后，我们考虑为什么互补的显性学习和基于强化的学习系统可能会促进进化和生态适应性。阐明并行学习系统的演变也可能讲述人类非凡的显性陈述性认知能力的出现的部分故事。