The appropriate methodology for psychological research depends on whether one is studying mental algorithms or their implementation. Mental algorithms are abstract specifications of the steps taken by procedures that run in the mind. Implementational issues concern the speed and reliability of these procedures. The algorithmic level can be explored only by studying across-task variation. This contrasts with psychology's dominant methodology of looking for within-task generalities, which is appropriate only for studying implementational issues.The implementation-algorithm distinction is related to a number of (...) other “levels” considered in cognitive science. Its realization in Anderson's ACT theory of cognition is discussed. Research at the algorithmic level is more promising because it is hard to make further fundamental scientific progress at the implementational level with the methodologies available. Protocol data, which are appropriate only for algorithm-level theories, provide a richer source than data at the implementational level. Research at the algorithmic level will also yield more insight into fundamental properties of human knowledge because it is the level at which significant learning transitions are defined.The best way to study the algorithmic level is to look for differential learning outcomes in pedagogical experiments that manipulate instructional experience. This provides control and prediction in realistically complex learning situations. The intelligent tutoring paradigm provides a particularly fruitful way to implement such experiments.The implications of this analysis for the issue of modularity of mind, the status of language, research on human/computer interaction, and connectionist models are also examined. (shrink)

All recent memory theories of hippocampal function have incorporated the idea that the hippocampus is required to process items only of some qualitatively specifiahle kind, and is not required to process items of some complementary set. In contrast, it is now proposed that the hippocampus is needed to process stimuli of all kinds, but only when there is a need to associate those stimuli with other events that are temporally discontiguous. In order to form or use temporally discontiguous associations, it (...) is essential to maintain some memory of the first component until the second component has occurred. When the temporal gap to he spanned is small, and the number of items to be temporarily retained is low, a limited-capacity, short-term store is sufficient to allow associations to be formed. Such a store is presumed to operate in parallel with the hippocampus in normal animals. Hippocampal damage disrupts a much higher-capacity store that has a slower decay rate, and so leaves animals with only a very limited ability to form temporally discontiguous associations. Hippocampal damage, however, is not held to affect the long-term storage of associations of any kind, if they can be formed. Analyses of both new and existing data are presented to show that by classifying tasks in terms of the need to use a temporary memory store to retain temporally discontiguous information one can cut right across existing classifications as well as achieve a better fit to the data. The hippocampus thus seems best described as a high-capacity, intermediate-term memory store. (shrink)

We raise three issues concerning the Eichenbaum, Otto & Cohen (1994) model. (1) We argue against the strict division of labor that Eichenbaum et al. attribute to neocortical and limbic regions. (2) We raise the possibility that the anterior and posterior portions of the hippocampus may be important for different types of information processing. (3) We argue that, rather than reflecting relational processing, different neural responses to “match” and “nonmatch” trials may relate to different required spatial responses.