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Related Concept Videos

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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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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.
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Classical conditioning, as described by Ivan Pavlov, is a foundational concept in associative learning, where a neutral stimulus becomes capable of eliciting a conditioned response through association with an unconditioned stimulus. The process of acquisition, where this learning occurs, and the subsequent phenomena of contiguity, contingency, generalization, discrimination, extinction, and spontaneous recovery are crucial for a comprehensive understanding of classical conditioning.
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Long-term Potentiation01:35

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Long-term potentiation, or LTP, is one of the ways by which synaptic plasticity—changes in the strength of chemical synapses—can occur in the brain. LTP is the process of synaptic strengthening that occurs over time between pre- and postsynaptic neuronal connections. The synaptic strengthening of LTP works in opposition to the synaptic weakening of long-term depression (LTD) and together are the main mechanisms that underlie learning and memory.
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Long-term Potentiation01:25

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Long-term potentiation, or LTP, is one of the ways by which synaptic plasticity—changes in the strength of chemical synapses—can occur in the brain. LTP is the process of synaptic strengthening that occurs over time between pre and postsynaptic neuronal connections. The synaptic strengthening of LTP works in opposition to the synaptic weakening of long-term depression (LTD) and together are the main mechanisms that underlie learning and memory.
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Instinctive drift refers to the tendency of animals to revert to their innate behaviors despite repeated reinforcement. Breland and Breland demonstrated this concept in an experiment with a raccoon. The raccoon was trained to pick up two coins and place them in a container in exchange for food. Initially, the raccoon learned to associate the coins with food, making them a conditioned stimulus or a substitute for food. However, over time, the raccoon became less willing to put the coins into the...
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Related Experiment Video

Updated: Apr 25, 2026

Irrelevant Stimuli and Action Control: Analyzing the Influence of Ignored Stimuli via the Distractor-Response Binding Paradigm
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Long-term response-stimulus associations can influence distractor-response bindings.

Birte Moeller1, Christian Frings1

  • 1Department of Psychology, University of Trier, Germany.

Advances in Cognitive Psychology
|August 27, 2014
PubMed
Summary

Long-term associations between distractors and responses influence behavior. Stronger associations enhance distractor-response binding, but only when responses are compatible, affecting action control.

Keywords:
action controldistractor-response bindinglearninglong-term associationsshort-term stimulus- response bindings

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Area of Science:

  • Cognitive Psychology
  • Neuroscience
  • Human Action Control

Background:

  • Strong stimulus-response associations typically enhance reaction speed and efficiency.
  • Distractor stimuli can influence behavior through distractor-response binding, where ignored stimuli become associated with responses and retrieve them upon repetition.

Purpose of the Study:

  • To investigate how long-term associations between distractor stimuli and responses modulate behavior.
  • To examine the role of distractor-response binding in action control as a function of association strength.

Main Methods:

  • Utilized a flanker task with participants responding to a target letter while ignoring distractor arrows.
  • Manipulated the long-term association strength between distractor stimuli (arrows) and responses (left/right vs. upper/lower).
  • Analyzed binding effects and sequential compatibility effects in relation to association strength and response compatibility.

Main Results:

  • Binding effects were observed and modulated by the long-term association strength between distractors and responses.
  • Strong associations led to binding effects only with compatible responses.
  • Weak associations resulted in weaker binding, independent of response compatibility.
  • Sequential compatibility effects were not influenced by distractor-response association strength.

Conclusions:

  • Existing long-term associations between stimuli and responses can significantly modulate the impact of ignored stimuli on action control.
  • Distractor-response binding is influenced by the strength of pre-existing stimulus-response associations.
  • The findings contribute to understanding how prior learning affects attentional and response selection processes.