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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...
Theory of Attribution II: Kelley's Covariation Theory01:29

Theory of Attribution II: Kelley's Covariation Theory

Attribution theory plays a crucial role in social psychology, helping to explain how individuals interpret the causes of behavior. One prominent model within this field is Harold Kelley's covariation theory, which provides a systematic approach to determining whether internal traits or external circumstances drive a person's actions. The model posits that individuals rely on three key types of information—consensus, consistency, and distinctiveness—to make these judgments.Consensus: Comparing...
Higher Mental Functions of Brain: Learning and Memory01:26

Higher Mental Functions of Brain: Learning and Memory

Memory is one of the most vital higher mental functions of the brain. Memory is closely related to learning because it enables us to retain information and experiences from our past to use them in our present life. It also helps us to remember facts, events, and skills, such as riding a bike or swimming. There are two types of memory — declarative memory, which involves memorizing facts or events, and procedural memory, which enables us to remember how to do something like writing or playing an...
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...
Attribution Theory00:56

Attribution Theory

Behavior is a product of both the situation (e.g., cultural influences, social roles, and the presence of bystanders) and of the person (e.g., personality characteristics). Subfields of psychology tend to focus on one influence or behavior over others. Situationism is the view that our behavior and actions are determined by our immediate environment and surroundings. In contrast, dispositionism holds that our behavior is determined by internal factors (Heider, 1958). An internal factor is an...
Real-World Application of Classical Conditioning01:15

Real-World Application of Classical Conditioning

Classical conditioning not only includes the initial pairing of stimuli but also extends to more complex forms, such as higher-order conditioning. Higher-order conditioning involves creating associations beyond the primary conditioned stimulus, resulting in a chain of conditioned responses.
Higher-order, or second-order, conditioning occurs when a neutral stimulus becomes associated with an already established conditioned stimulus through repeated pairings. For instance, if a dog has been...

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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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Accounting for individual differences in human associative learning.

Nicola C Byrom1

  • 1Department of Experimental Psychology, University of Oxford Oxford, UK.

Frontiers in Psychology
|September 13, 2013
PubMed
Summary
This summary is machine-generated.

Human associative learning shows flexibility, especially in psychopathology. Research needs to explore individual differences and dispositional factors influencing learning variations for a complete understanding.

Keywords:
association learningattentiondepressionindividual differencesperceptual processingpsychopathology

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Area of Science:

  • Cognitive Psychology
  • Neuroscience
  • Psychopathology Research

Background:

  • Associative learning is crucial for understanding psychopathology.
  • Psychopathology exists on a continuum, highlighting flexibility in human associative learning processes.
  • Existing research often focuses on external factors influencing learning flexibility, with less attention to dispositional factors.

Purpose of the Study:

  • To review individual differences in human associative learning.
  • To examine attempts to model learning flexibility influenced by dispositional factors.
  • To identify gaps in research regarding the causes of variation in human learning.

Main Methods:

  • Literature review of studies on individual differences in associative learning.
  • Analysis of research accounting for and modeling learning flexibility.
  • Identification of research focusing on dispositional factors in associative learning.

Main Results:

  • Associative learning processes are flexible and influenced by individual differences.
  • Limited research has modeled the impact of dispositional factors on associative learning.
  • External factors are more frequently studied than dispositional factors in learning flexibility.

Conclusions:

  • Understanding psychopathology requires acknowledging the flexibility and individual differences in associative learning.
  • Further research is needed to model the influence of dispositional factors on learning.
  • Investigating the causes of variation in human learning is essential for comprehensive understanding.