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Related Concept Videos

Associative Learning01:27

Associative Learning

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.
Classical conditioning, also known...
Purposive Learning01:22

Purposive Learning

E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a bonus...
Observational Learning01:12

Observational Learning

Albert Bandura's observational learning, also known as imitation or modeling, occurs when a person observes and imitates another's behavior. It is a quicker process than operant conditioning. A well-known example is the Bobo doll study, where children who saw an adult acting aggressively towards the doll were more likely to act aggressively when left alone, compared to those who observed a nonaggressive adult. Many psychologists view observational learning as a form of latent learning because...
Cognitive Learning01:21

Cognitive Learning

Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
Tolman introduced the idea that behavior is influenced by...
Introduction to Learning01:18

Introduction to Learning

Learning is the process of acquiring knowledge or skills through practice or experience, leading to long-lasting behavioral changes. This acquisition occurs through interaction with the environment and requires practice or experience. For instance, mastering a skill such as surfing requires considerable practice and experience, highlighting the essential role of repeated interactions with the environment in learning.
In contrast to learned behaviors, unlearned behaviors such as crying, sexual...
Conservation of Protein Domains02:26

Conservation of Protein Domains

Protein domains are small structurally independent units that are part of a single amino acid chain.  Although these domains are often structurally independent, they may rely on synergistic effects to perform their functions as part of a larger protein. Protein domains may be conserved within the same organism, as well as across different organisms.
A limited set of protein domains often duplicate and recombine during evolution. These domains can be organized in different combinations to form...

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Related Experiment Videos

Domain is a moving target for relational learning.

Jeffrey S Katz1, Bradley R Sturz, Anthony A Wright

  • 1Department of Psychology, 226 Thach Hall, Auburn University, Auburn, Alabama 36849, United States. katzjef@auburn.edu

Behavioural Processes
|December 17, 2009
PubMed
Summary
This summary is machine-generated.

Reducing training set size for pigeons learning the same/different (S/D) concept restricted their learning domain. Even with a small set, partial abstract concept learning persisted, showing training impacts concept generalization.

Related Experiment Videos

Area of Science:

  • Cognitive Psychology
  • Animal Behavior

Background:

  • Relational learning involves understanding relationships between stimuli.
  • The scope of learned concepts can be influenced by the diversity of training data.

Purpose of the Study:

  • To investigate how manipulating training set size affects relational concept learning in pigeons.
  • To determine if a previously established broad concept domain can be narrowed by subsequent limited training.

Main Methods:

  • Pigeons were trained on a same/different (S/D) concept task using a large set (1024 items).
  • The training set size was then reduced to 8 items for further training.
  • Transfer tests with novel stimuli were conducted to assess concept generalization.

Main Results:

  • Transfer performance decreased by 9.2% after reducing the training set to 8 items.
  • Performance remained significantly above chance (25.8%) even with the reduced set.
  • This partial abstract concept learning was consistent across multiple tests.

Conclusions:

  • A broad conceptual domain, initially established with extensive training, can be restricted by subsequent training with limited data.
  • Pigeons demonstrated a capacity for partial abstract concept learning that persisted despite reduced training set size.