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Related Concept Videos

Associative Learning01:27

Associative Learning

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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.
Classical conditioning, also known...
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Cognitive Learning01:21

Cognitive Learning

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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...
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Real-World Application of Classical Conditioning01:15

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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.
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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Classical Conditioning01:18

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Associative learning, a core principle in behavioral psychology, involves forming connections between events and facilitating learned responses. This concept is vividly illustrated by classical conditioning, a process extensively studied by the Russian physiologist Ivan Pavlov. Pavlov's pioneering research on dogs' digestive systems led to the discovery that behaviors can be learned through association, laying the groundwork for classical conditioning.
Ivan Pavlov observed that dogs...
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Principles of Classical Conditioning01:23

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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.
During the...
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The Anchoring-and-Adjustment Heuristic01:25

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In order to make good decisions, we use our knowledge and our reasoning. Often, this knowledge and reasoning is sound and solid. However, sometimes, we are swayed by biases or by others manipulating a situation. For example, let’s say you and three friends wanted to rent a house and had a combined target budget of $1,600. The realtor shows you only very run-down houses for $1,600 and then shows you a very nice house for $2,000. Might you ask each person to pay more in rent to get the...
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Visual Classical Conditioning in Wood Ants
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Grounding cognitive control in associative learning.

Elger Abrahamse1, Senne Braem1, Wim Notebaert1

  • 1Department of Experimental Psychology, Ghent University.

Psychological Bulletin
|May 6, 2016
PubMed
Summary
This summary is machine-generated.

Cognitive control research is shifting towards an associative learning perspective. This approach explains how context, awareness, and reward shape control across various cognitive functions.

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Area of Science:

  • Cognitive Neuroscience
  • Learning Sciences

Background:

  • Cognitive control research traditionally focuses on isolated domains.
  • Existing theories often lack a unified framework for diverse control functions.

Purpose of the Study:

  • To propose and review an associative learning perspective on cognitive control.
  • To integrate research across conflict adaptation, task switching, response inhibition, and attentional control.

Main Methods:

  • Literature review of trending research themes in cognitive control.
  • Analysis of shared characteristics across different control domains.

Main Results:

  • Identified three key themes: context-specificity, unconscious operation, and reward modulation of cognitive control.
  • These themes align with core principles of associative learning.

Conclusions:

  • Associative learning offers a unifying framework for cognitive control theory.
  • This perspective facilitates understanding cognitive control as a self-regulating system.
  • It opens avenues for novel predictions and theoretical advancements.