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Associative learning is a fundamental concept in behavioral psychology, wherein a connection is established between two stimuli or events, leading to a learned response. This process is critical in understanding how behaviors are acquired and modified. Conditioning, the mechanism through which associations are formed, can be divided into two main types: classical conditioning and operant conditioning, each elucidating different aspects of associative learning.
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Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques
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Prejudiced learning: a connectionist account.

J Richard Eiser1, Tom Stafford, Russell H Fazio

  • 1Department of Psychology, University of Sheffield, Sheffield S10 2TP, UK. j.r.eiser@shef.ac.uk

British Journal of Psychology (London, England : 1953)
|October 15, 2008
PubMed
Summary
This summary is machine-generated.

This study used connectionist simulations to show that negative prejudices are harder to change than false positive expectancies. This is because negative prejudices lead to less corrective feedback, sustaining biased attitudes.

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Area of Science:

  • Cognitive Science
  • Social Psychology
  • Computational Neuroscience

Background:

  • Prior expectancies and prejudices significantly influence attitude acquisition.
  • Learners often discover object valence through direct experience.

Purpose of the Study:

  • To investigate how prior expectancies affect attitude acquisition using connectionist simulations.
  • To compare the changeability of false negative expectancies (prejudices) versus false positive expectancies.

Main Methods:

  • Connectionist simulation modeling.
  • Manipulation of expectancy-related bias via approach probability and learning rates.
  • Simulating scenarios with false negative and false positive expectancies.

Main Results:

  • False positive expectancies were corrected by experience when feedback was contingent on approach.
  • Negative prejudices demonstrated resistance to change due to reduced corrective feedback from avoidance.
  • Simulated networks showed less learning from negative experiences when prejudiced.

Conclusions:

  • Prejudices, or false negative expectancies, are more resistant to change than false positive expectancies.
  • Avoidance behaviors associated with prejudice limit corrective feedback, thus sustaining biased attitudes.
  • Findings offer insights into intergroup contact and expectancy-confirmation processes in prejudice reduction or maintenance.