D istinctions and dichotomies abound in research on cognitive processes such as those between automatic and controlled processes (Shiffrin & Schneider, 1977), which are manifest in a number of domains. However, it is not necessarily useful to draw arbitrary distinctions merely for the sake of classication. As researchers, we should ask ourselves whether such distinctions serve a useful purpose in terms of the theories and models of human behavior that we develop. Supposition of “dual processes” seems to have run its course in some elds such as social psychology (Chaiken & Trope, 1999) in which researchers now have mixed opinions about the need for this a priori assumption (Strack, 1999). In other elds, there seems to be a longstanding, pervasive, and (most important) empirically supported tendency to endorse a discrete division-such as that between implicit and explicit learning styles (Stadler & Frensch, 1998).