Embedded Files
Objectives:
Objectives:
Distinguish associative from non-associative learning.
Distinguish associative from non-associative learning.
Dissect classical conditioned learning and identify constituent elements.
Dissect classical conditioned learning and identify constituent elements.
Evaluate the unintended implications of learning.
Evaluate the unintended implications of learning.
HISTORY OF LEARNING THEORY
HISTORY OF LEARNING THEORY
Associative Learning or Associationism
Associative Learning or Associationism
(ARISTOTLE – 350 B.C.E)
(ARISTOTLE – 350 B.C.E)
Associationism (Aristotle – 350 B.C.E). Aristotle asserted three Laws of Association and a Law of Frequency that are considered by many to be at the heart of most behavioral learning theories. These laws, summarized by Olson and Hergenhahn (1982, p. 35), are as follows:
Associationism (Aristotle – 350 B.C.E). Aristotle asserted three Laws of Association and a Law of Frequency that are considered by many to be at the heart of most behavioral learning theories. These laws, summarized by Olson and Hergenhahn (1982, p. 35), are as follows:
Law of Similarity – the experience or recall of one object will elicit the recall of things similar to that object.
Law of Similarity – the experience or recall of one object will elicit the recall of things similar to that object.
Law of Contrast – the experience or recall of one object will elicit the recall of opposite things.
Law of Contrast – the experience or recall of one object will elicit the recall of opposite things.
Law of Contiguity – the experience or recall of one object will elicit the recall of things that were originally experienced along with that object.
Law of Contiguity – the experience or recall of one object will elicit the recall of things that were originally experienced along with that object.
Law of Frequency – the more frequently two things are experienced together, the more likely it will be that the experience or recall of one will stimulate the recall of the second.
Law of Frequency – the more frequently two things are experienced together, the more likely it will be that the experience or recall of one will stimulate the recall of the second.
Association of Ideas (John Locke 1632 – 1704)
Association of Ideas (John Locke 1632 – 1704)
Ideas, Locke observes, can become linked in the mind in such a way that having one idea immediately leads one to form another idea, even though the two ideas are not necessarily connected with each other. Instead, they are linked through their having been experienced together on numerous occasions in the past. The psychological tendency to associate ideas through experience, Locke says, has important implications for the education of children. In order to learn to adopt good habits and to avoid bad ones, children must be made to associate rewards with good behaviour and punishments with bad behaviour. Investigations into the associations that people make between ideas can reveal much about how human beings think. Through his influence on researchers such as the English physician David Hartley (1705–57), Locke contributed significantly to the development of the theory of associationism, or associationist psychology, in the 18th century. Association has remained a central topic of inquiry in psychology ever since.
Ideas, Locke observes, can become linked in the mind in such a way that having one idea immediately leads one to form another idea, even though the two ideas are not necessarily connected with each other. Instead, they are linked through their having been experienced together on numerous occasions in the past. The psychological tendency to associate ideas through experience, Locke says, has important implications for the education of children. In order to learn to adopt good habits and to avoid bad ones, children must be made to associate rewards with good behaviour and punishments with bad behaviour. Investigations into the associations that people make between ideas can reveal much about how human beings think. Through his influence on researchers such as the English physician David Hartley (1705–57), Locke contributed significantly to the development of the theory of associationism, or associationist psychology, in the 18th century. Association has remained a central topic of inquiry in psychology ever since.
Principles of Association (David Hume 1711- 1776)
Principles of Association (David Hume 1711- 1776)
Hume explains this “tie or union” in terms of the mind’s natural ability to associate certain ideas. Association is not “an inseparable connexion”, but rather “a gentle force, which commonly prevails”, by means of which one idea naturally introduces another (T 1.1.4.1/10).
Hume explains this “tie or union” in terms of the mind’s natural ability to associate certain ideas. Association is not “an inseparable connexion”, but rather “a gentle force, which commonly prevails”, by means of which one idea naturally introduces another (T 1.1.4.1/10).
Hume identifies three principles of association: resemblance, contiguity in time and place, and causation. When someone shows you a picture of your best friend, you naturally think of her because the picture resembles her. When you’re reminded of something that happened in the 1960s—miniskirts, for example—you may think of the Vietnam War, because they are temporally contiguous. Thinking of the Rio Grande may lead you to think of the Brownsville, which may lead you to think of Matamoros, since they are spatially contiguous. Causality works both from cause to effect and effect to cause: meeting someone’s father may make you think of his son; encountering the son may lead you to thoughts of his father.
Hume identifies three principles of association: resemblance, contiguity in time and place, and causation. When someone shows you a picture of your best friend, you naturally think of her because the picture resembles her. When you’re reminded of something that happened in the 1960s—miniskirts, for example—you may think of the Vietnam War, because they are temporally contiguous. Thinking of the Rio Grande may lead you to think of the Brownsville, which may lead you to think of Matamoros, since they are spatially contiguous. Causality works both from cause to effect and effect to cause: meeting someone’s father may make you think of his son; encountering the son may lead you to thoughts of his father.
Non-Associative Learning
Non-Associative Learning
"a relatively permanent change in the strength of a response to a singel stimulus caused by repeated exposure to that stimulus. Changes due to sensory adaptation, fatigue, or injury do not qualify as non-associative learning"
"a relatively permanent change in the strength of a response to a singel stimulus caused by repeated exposure to that stimulus. Changes due to sensory adaptation, fatigue, or injury do not qualify as non-associative learning"
Sensitization and Habituation
Sensitization and Habituation
Physiological Habituation and Sensitization
Physiological Habituation and Sensitization
ASSOCIATIVE
ASSOCIATIVE
LEARNING
LEARNING
&
&
BEHAVIORISM
BEHAVIORISM
Learning is not directly observable.
Learning is not directly observable.
It must be inferred from behavior.
It must be inferred from behavior.
Classical Conditioning
Classical Conditioning
Identifying Elements of Classical Conditioning
Identifying Elements of Classical Conditioning
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