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Avoidance Learning and Learned Helplessness

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Investigating Pain-Related Avoidance Behavior using a Robotic Arm-Reaching Paradigm
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Learning implicitly to produce avoided behaviours.

Arnaud Witt1, Annie Vinter

  • 1LEAD-CNRS, Universite de Bourgogne, Dijon, France.

Quarterly Journal of Experimental Psychology (2006)
|March 11, 2011
PubMed
Summary
This summary is machine-generated.

Children tend to avoid repetitions, but can learn to produce them. This study found children learned to generate repetitions with explicit instructions, and showed some learning with implicit instructions, despite an innate anti-repetition bias.

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Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Linguistics

Background:

  • Repetition processing presents a paradox: repetitions are salient and easy to learn, yet often avoided in sequence generation.
  • Children exhibit a spontaneous tendency to avoid generating repetitions.

Purpose of the Study:

  • To investigate children's ability to learn and produce avoided repetitive behaviors.
  • To examine the influence of implicit versus explicit instructions on learning to generate repetitions.

Main Methods:

  • Utilized an artificial grammar paradigm with generation tests.
  • Employed implicit and explicit instructions to assess learning.
  • Included a control group to establish baseline repetition avoidance.

Main Results:

  • The control group confirmed a spontaneous anti-repetition bias.
  • Children learned to produce repetitions in explicit tests.
  • Learning of repetitions occurred in the implicit test condition when compared to the control group, but not when compared to chance.

Conclusions:

  • Children can overcome their anti-repetition bias to learn explicit repetition production.
  • Implicit learning of repetitions is possible, though less pronounced than explicit learning.
  • The interaction between anti-repetition bias and information processing types influences learning outcomes.