The dual-process account and the propositional account of learning hold opposite views regarding the recruitment of higher-level processes in rule learning and associative learning. Taking an individual differences perspective, the current study focused on the relationship between rule learning and associative learning and investigated to what extent executive control accounts for rule learning and associative learning. Two studies were conducted. In Study 1, a sample of 184 university students completed paired associative learning and rule learning tasks, as well as measures of working memory capacity, short-term storage, and executive control. Theory-based bifactor models were used to achieve a purified representation of executive control. The results showed that the latent correlation between associative learning and rule learning was rather small. Executive control showed a substantial relationship with rule learning, whereas no significant link was found with associative learning. In Study 2, a sample of 211 university students completed a three-term contingency learning task and an executive control task. The results replicated the finding that executive control was not significantly related to associative learning. Taken together, these results suggest a dissociation between rule learning and associative learning in terms of their underlying processes, which supports the dual-process account of learning.

中文翻译：

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学习中的执行控制：规则学习和联想学习分离的证据

双过程帐户和学习命题帐户对规则学习和联想学习中高级过程的招募持相反的观点。本研究从个体差异的角度出发，关注规则学习与联想学习的关系，研究执行控制在多大程度上影响了规则学习和联想学习。进行了两项研究。在研究 1 中，184 名大学生样本完成了成对的联想学习和规则学习任务，以及工作记忆容量、短期存储和执行控制的测量。基于理论的双因素模型用于实现执行控制的纯化表示。结果表明，联想学习和规则学习之间的潜在相关性很小。执行控制显示出与规则学习的实质性关系，而与联想学习没有发现显着的联系。在研究 2 中，211 名大学生样本完成了三学期的应急学习任务和执行控制任务。结果重复了执行控制与联想学习没有显着关系的发现。综上所述，这些结果表明规则学习和联想学习在其潜在过程方面存在分离，这支持了学习的双重过程解释。一个由 211 名大学生组成的样本完成了三学期的应急学习任务和执行控制任务。结果重复了执行控制与联想学习没有显着关系的发现。综上所述，这些结果表明规则学习和联想学习在其潜在过程方面存在分离，这支持了学习的双重过程解释。一个由 211 名大学生组成的样本完成了三学期的应急学习任务和执行控制任务。结果重复了执行控制与联想学习没有显着关系的发现。综上所述，这些结果表明规则学习和联想学习在其潜在过程方面存在分离，这支持了学习的双重过程解释。