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Related Concept Videos

Associative Learning01:27

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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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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...
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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...
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Related Experiment Video

Updated: Mar 8, 2026

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
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Learning and Processes of Associative Mediation.

Frank W Wicker1, Claire E Weinstein1, Thad A Eckman1

  • 1a University of Texas , Austin , USA.

The Journal of Psychology
|January 31, 2017
PubMed
Summary

This study on associative mediation found that incidental learning instructions were as effective as intentional ones for recall and better for producing mediators. Mediator production significantly predicted recall, suggesting both product and process factors influence learning.

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Area of Science:

  • Cognitive Psychology
  • Learning and Memory

Background:

  • Associative mediation is crucial for paired-associate learning.
  • Existing theories debate whether the product (mediator itself) or process (strategy use) is more important.

Purpose of the Study:

  • To evaluate the product and process views of associative mediation.
  • To compare intentional versus incidental learning strategies on recall and mediator production.

Main Methods:

  • 80 university students learned paired-associate lists.
  • Instructional sets included intentional mediation, incidental mediation, standard, and repetition.
  • Mediators were recorded during learning.

Main Results:

  • Incidental mediation matched intentional mediation in recall percentage.
  • Incidental mediation surpassed intentional mediation in producing mediators for normatively linked pairs (p < .05).
  • Mediator production strongly predicted recall (p < .001).

Conclusions:

  • Neither the product nor the process view of associative mediation was rejected.
  • Findings suggest that both the mediators produced and the strategies used contribute to learning.
  • Learning strategies can enhance recall even without explicit strategy instruction.