摘要：
Associative theories of learning have been used to explain human
contingency learning since the 1980’s. Recent findings have
led several authors to claim that there is no evidence clearly showing
the engagement of associative processes of acquisition or representation
in human contingency learning, and to propose non-associative accounts.
Priming techniques can detect associative representations when the
right parameters are employed. The present paper reviews evidence
available of associative representations created after human contingency
learning obtained using priming techniques. The evidence reviewed
supports associative theories of learning and the assumption of
spreading activation and associations between representations.
