Two Kinds of Process or Two Kinds of Processing? Disambiguating Dual-Process Theories

4Citations
Citations of this article
17Readers
Mendeley users who have this article in their library.

This article is free to access.

Abstract

Dual-Process Theories (D-PTs) claim there are two qualitatively different types of processes in the human brain-mind. Despite forming the basis for several areas of cognitive science, they are still shrouded in ambiguity: critics erroneously attack D-PTs as a whole (e.g., Evans and Stanovich Perspectives on Psychological Science, 8(3), 2013), the qualitative/quantitative distinction is not clear enough (De Neys Perspectives on Psychological Science 16 (6): 1412–1427, 2021; Dewey 2022) and, given this criterion, deciding between qualitative or quantitative differences may even be scientifically irrelevant (De Neys 2021). As a way of disambiguating the discussion and clarifying what exactly means to claim the existence of a second type of process, I define two possible categories of D-PT: The substantial and the instrumental. In the substantial case, Type 2 processes are subpersonal level ones. In the instrumental case, Type 2 processing is a personal level phenomenon that does not necessarily imply subpersonal level Type 2 processes. Discussing the different implications of each of the categories, I use as a main example to illustrate the ambiguity – and the exercise of disambiguation – the model proposed by Evans and Stanovich (2013), making clear its substantial character, and contrast it with Frankish’ (2009) – a clear case of instrumental D-PT. Finally, I discuss the contributions this distinction can make. By making the discussion clearer, it can provide a relatively unanimous framework for dual- and single-process theorists (the instrumental version) and clearer desiderata for those wishing to defend the substantive one.

Cite

CITATION STYLE

APA

Augusto, R. (2024). Two Kinds of Process or Two Kinds of Processing? Disambiguating Dual-Process Theories. Review of Philosophy and Psychology, 15(1), 277–298. https://doi.org/10.1007/s13164-023-00673-1

Register to see more suggestions

Mendeley helps you to discover research relevant for your work.

Already have an account?

Save time finding and organizing research with Mendeley

Sign up for free