{'fraction_non_alphanumeric': 0.017857142857142856, 'fraction_numerical': 0.0, 'mean_word_length': 5.482993197278912, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Learning: Association or Computation? Introduction to a Special Section

The fundamental nature of learning is a central problem in psychology. Traditionally, psychologists have assumed that learning must involve the formation of associations. Early last century, the pioneering work of Pavlov on conditioned learning in animals seemed to put this assumption beyond doubt. More recently, many psychologists came to believe that a different kind of process must underlie complex learning, such as language learning in humans, and that this process must be described as computational rather than associative. Whether complex human learning is associative or computational continues to be a subject of intense research. The articles in this Special Section turn this debate on its head by asking whether simple animal learning is associative or computational. Surprisingly, the question is still very much open, and excitingly, it appears quite tractable.