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