Associative Learning

Non-associative learning

Association: Learning and memory depend on the formation of linkages between pairs if events, sensations, or ideas

Associative learning

Pairs of (or several) stimuli or reactions (behaviors) are linked together

Ex.: Classical & Operant conditioning, Formation of a behavioral script

Habituation

Sensitization

Principles of Association (Aristotle)

Similarity: if two things are similar, the thought or sensation of one will tend to trigger a thought of the other

Contrast: a thought or a sensation will tend to trigger a thought of the opposite, e.g. silent – loud

Contiguity: nearness in space and time: Events experienced at the same place (spatial contiguity) or time (temporal contiguity) tend to be associated, e.g. chair – table

Frequency: the more often we experience a pairing, the stronger the association, e.g. bread – butter

Association depends on:

Recency

Salience (no interferences)

Frequency/ Repetition

Differneces in Constitution

Vividness/ Liveliness

Current Emotional State

Physical Condition

Former Habits

Duration

Nativism vs. Empiricism

Nativism (Kant): bulk of knowledge is inborn (native), acquired during past lifetimes (genetic learning), Based on these native concepts new concepts are acquired through learning

Empiricism: all knowledge emerges from experience

Ebbinghaus Retention (Forgetting) Curve

Inborn Pattern Detection: Certain neurons of the visual cortex of a newborn cat to react to certain patterns (lines, angles) without any optical experience

Nativism: Certain neurons of the visual cortex are already linked at birth to such a degree that they react to certain optical patterns

Empiricism: If deprived of optical stimulation in critical phases, neurons degenerate. Pattern detectors develop depending on
environment!

What is heritable - what not?

Heritable: Traits that reflect the underlying talents and temperaments are partially heritable.

Not heritable: Concrete behavioral traits depending on content provided by home or culture are not
heritable at all.

Can forget up to 90% of it within a few day if not reviewing or repeating is done

retention drops off rapidly on the first day after learning

We forget information quickly after learning it but rate of forgetting slows down over time

Learning curves are highly individuum specific:

  • Delay on the x-axis varies to a large degree between individuals for particular tasks
  • BUT: The shape of the curve is stable across individuals

Overlearning

Thomas Brown: Strength of assoiation determined by frequency/ repetition of stimultaenous occurence of two stimuli

Ebbinghaus: Defined overlearning as the number of repetitions of material after that material can be 100% recalled

Continuingrehearsalevenafterapparentlyperfectlearningleadstofurther improvement (at least in memory tests), Overlearning makes memory more resistant to forgetting