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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.
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.
Most theories of associative learning have assumed that phenomena of interest (see Classical conditioning for a list of phenomena) depend on what happens during the learning phase. The comparator hypothesis assumes, on the contrary, that what happens during the learning phase is fairly simple, and that most interesting phenomena depend on what ...
The other reasoning process in Sloman's opinion was of the Rule-based system. The system functioned on logical structure and variables based upon rule systems to come to conclusions different from that of the associative system. He also believed that the Rule-based system had control over the associative system, though it could only suppress it ...
Association values differ systematically between types of stimuli. For example, nonsense syllables that approximately obey the rules of English spelling have higher associative value for English speakers than those that do not. [7]
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 ]
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 ]
Association of ideas, or mental association, is a process by which representations arise in consciousness, and also for a principle put forward by an important historical school of thinkers to account generally for the succession of mental phenomena. [1]