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Associative learning is when a subject creates a relationship between stimuli (e.g. auditory or visual) or behavior and the original stimulus. The higher the concreteness of stimulus items, the more likely are they to evoke sensory images that can function as mediators of associative learning and memory.
Associative learning is the process by which a person or animal learns an association between two stimuli or events. [26] In classical conditioning, a previously neutral stimulus is repeatedly paired with a reflex-eliciting stimulus until eventually the neutral stimulus elicits a response on its own. In operant conditioning, a behavior that is ...
In psychology, associative memory is defined as the ability to learn and remember the relationship between unrelated items. This would include, for example, remembering the name of someone or the aroma of a particular perfume. [ 1 ]
Paired association learning can be defined as a system of learning in which items (such as words, letters, numbers, symbols etc.) are matched so that presentation of one member of the pair will cue the recall of the other member. [3] It is this learning which constitutes the basics in a paired-associate task. These tasks can be divided into the ...
The theory attempts to explain associative or Hebbian learning, in which simultaneous activation of cells leads to pronounced increases in synaptic strength between those cells. It also provides a biological basis for errorless learning methods for education and memory rehabilitation.
Associative sequence learning (ASL) is a neuroscientific theory that attempts to explain how mirror neurons are able to match observed and performed actions, and how individuals (adults, children, animals) are able to imitate body movements. The theory was proposed by Cecilia Heyes in 2000.
Associative interference is a cognitive theory established on the concept of associative learning, which suggests that the brain links related elements. When one element is stimulated, its associates can also be activated. [ 1 ]
The model says, essentially, that if one CS (here the light) already fully predicts that the US will come, nothing will be learned about a second CS (here the tone) that accompanies the first CS. Blocking is an outcome of other models that also base learning on the difference between what is predicted and what actually happens. [2]