Individual differences in associative learning

Individual differences in associative learning PDF Author: Robin A. Murphy
Publisher: Frontiers Media SA
ISBN: 2889192903
Category : Psychology
Languages : en
Pages : 113

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Book Description
Theories of associative learning have a long history in advancing the psychological account of behavior via cognitive representation. There are many components and variations of associative theory but at the core is the idea that links or connections between stimuli or responses describe important aspects of our psychological experience. This Frontiers Topic considers how variations in association formation can be used to account for differences between people, elaborating the differences between males and females, differences over the life span, understanding of psychopathologies or even across cultural contexts. A recent volume on the application of learning theory to clinical psychology is one example of this emerging application (e.g., Hazelgrove & Hogarth, 2012). The task for students of learning has been the development, often with mathematically defined explanations, of the parameters and operators that determine the formation and strengths of associations. The ultimate goal is to explain how the acquired representations influence future behavior. This approach has recently been influential in the field of neuroscience where one such learning operator, the error correction principle, has unified the understanding of the conditions which facilitate neuron activation with the computational goals of the brain with properties of learning algorithms (e.g., Rescorla & Wagner, 1972). In this Frontiers Research Topic, we are interested in a similar but currently developing aspect to learning theory, which is the application of the associative model to our understanding of individual differences, including psychopathology. In general, learning theories are monolithic, the same theory applies to the rat and the human, and within people the same algorithm is applied to all individuals. If so this might be thought to suggest that there is little that learning theory can tell us about the how males and females differ, how we change over time or why someone develops schizophrenia for instance. However, these theories have wide scope for developing our understanding of when learning occurs and when it is interfered with, along with a variety of methods of predicting these differences. We received contributions from researchers studying individual differences, including sex differences, age related changes and those using analog or clinical samples of personality and psychopathological disorders where the outcomes of the research bear directly on theories of associative learning. This Research Topic brings together researchers studying basic learning and conditioning processes but in which the basic emotional, attentional, pathological or more general physiological differences between groups of people are modeled using associative theory. This work involves varying stimulus properties and temporal relations or modeling the differences between groups.

Individual differences in associative learning

Individual differences in associative learning PDF Author: Robin A. Murphy
Publisher: Frontiers Media SA
ISBN: 2889192903
Category : Psychology
Languages : en
Pages : 113

Get Book Here

Book Description
Theories of associative learning have a long history in advancing the psychological account of behavior via cognitive representation. There are many components and variations of associative theory but at the core is the idea that links or connections between stimuli or responses describe important aspects of our psychological experience. This Frontiers Topic considers how variations in association formation can be used to account for differences between people, elaborating the differences between males and females, differences over the life span, understanding of psychopathologies or even across cultural contexts. A recent volume on the application of learning theory to clinical psychology is one example of this emerging application (e.g., Hazelgrove & Hogarth, 2012). The task for students of learning has been the development, often with mathematically defined explanations, of the parameters and operators that determine the formation and strengths of associations. The ultimate goal is to explain how the acquired representations influence future behavior. This approach has recently been influential in the field of neuroscience where one such learning operator, the error correction principle, has unified the understanding of the conditions which facilitate neuron activation with the computational goals of the brain with properties of learning algorithms (e.g., Rescorla & Wagner, 1972). In this Frontiers Research Topic, we are interested in a similar but currently developing aspect to learning theory, which is the application of the associative model to our understanding of individual differences, including psychopathology. In general, learning theories are monolithic, the same theory applies to the rat and the human, and within people the same algorithm is applied to all individuals. If so this might be thought to suggest that there is little that learning theory can tell us about the how males and females differ, how we change over time or why someone develops schizophrenia for instance. However, these theories have wide scope for developing our understanding of when learning occurs and when it is interfered with, along with a variety of methods of predicting these differences. We received contributions from researchers studying individual differences, including sex differences, age related changes and those using analog or clinical samples of personality and psychopathological disorders where the outcomes of the research bear directly on theories of associative learning. This Research Topic brings together researchers studying basic learning and conditioning processes but in which the basic emotional, attentional, pathological or more general physiological differences between groups of people are modeled using associative theory. This work involves varying stimulus properties and temporal relations or modeling the differences between groups.

Individual Differences in Associative Learning and Forgetting

Individual Differences in Associative Learning and Forgetting PDF Author: Patrick C. Kyllonen
Publisher:
ISBN:
Category : Memory
Languages : en
Pages :

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Book Description


Individual Differences in Associative Learning, Intrinsic Connectivity and Neural Reactivity

Individual Differences in Associative Learning, Intrinsic Connectivity and Neural Reactivity PDF Author: Meghan Davis Caulfield
Publisher:
ISBN:
Category :
Languages : en
Pages : 242

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Book Description


Learning and Individual Differences

Learning and Individual Differences PDF Author: Robert Mills Gagné
Publisher: MacMillan Publishing Company
ISBN:
Category : Education
Languages : en
Pages : 298

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Book Description


Handbook of Individual Differences, Learning, and Instruction

Handbook of Individual Differences, Learning, and Instruction PDF Author: David H. Jonassen
Publisher: Routledge
ISBN: 0805814124
Category : Cognitive styles
Languages : en
Pages : 484

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Book Description
First Published in 1993. Routledge is an imprint of Taylor & Francis, an informa company.

Associative Learning and Conditioning Theory

Associative Learning and Conditioning Theory PDF Author: Todd R Schachtman PhD
Publisher: Oxford University Press
ISBN: 0199876134
Category : Psychology
Languages : en
Pages : 588

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Book Description
Although many professionals in psychology (including the sub-disciplines of human learning and memory, clinical practice related to psychopathology, neuroscience, educational psychology and many other areas) no longer receive training in learning and conditioning, the influence of this field remains strong. Therefore, many researchers and clinicians have little knowledge about basic learning theory and its current applications beyond their own specific research topic. The primary purpose of the present volume is to highlight ways in which basic learning principles, methodology, and phenomena underpin, and indeed guide, contemporary translational research. With contributions from a distinguished collection of internationally renowned scholars, this 23-chapter volume contains specific research issues but is also broad in scope, covering a variety of topics in which associative learning and conditioning theory apply, such as drug abuse and addiction, anxiety, fear and pain research, advertising, attribution processes, acquisition of likes and dislikes, social learning, psychoneuroimmunology, and psychopathology (e.g., autism, depression, helplessness and schizophrenia). This breadth is captured in the titles of the three major sections of the book: Applications to Clinical Pathology; Applications to Health and Addiction; Applications to Cognition, Social Interaction and Motivation. The critically important phenomena and methodology of learning and conditioning continue to have a profound influence on theory and clinical concerns related to the mechanisms of memory, cognition, education, and pathology of emotional and consummatory disorders. This volume is expected to have the unique quality of serving the interests of many researchers, educators and clinicians including, for example, neuroscientists, learning and conditioning researchers, psychopharmacologists, clinical psychopathologists, and practitioners in the medical field.

Working Memory Capacity

Working Memory Capacity PDF Author: Nelson Cowan
Publisher: Psychology Press
ISBN: 1317232380
Category : Psychology
Languages : en
Pages : 238

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Book Description
The idea of one's memory "filling up" is a humorous misconception of how memory in general is thought to work; it actually has no capacity limit. However, the idea of a "full brain" makes more sense with reference to working memory, which is the limited amount of information a person can hold temporarily in an especially accessible form for use in the completion of almost any challenging cognitive task. This groundbreaking book explains the evidence supporting Cowan's theoretical proposal about working memory capacity, and compares it to competing perspectives. Cognitive psychologists profoundly disagree on how working memory is limited: whether by the number of units that can be retained (and, if so, what kind of units and how many), the types of interfering material, the time that has elapsed, some combination of these mechanisms, or none of them. The book assesses these hypotheses and examines explanations of why capacity limits occur, including vivid biological, cognitive, and evolutionary accounts. The book concludes with a discussion of the practical importance of capacity limits in daily life. This 10th anniversary Classic Edition will continue to be accessible to a wide range of readers and serve as an invaluable reference for all memory researchers.

Learning Preferences as an Index of Individual Differences in Cognitive Flexibility

Learning Preferences as an Index of Individual Differences in Cognitive Flexibility PDF Author: Hayley E. O'Donnell
Publisher:
ISBN:
Category : Adaptability (Psychology)
Languages : en
Pages : 0

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Book Description
A key question in the cognitive control literature involves determining the executive functions that mediate cognitive flexibility (CF) and the brain regions that support them. Recent perspectives have offered persuasive evidence suggesting that CF may be guided by low-level associative learning mechanisms. Empirical data have further shown that learning preferences may capture individual differences in CF. This thesis examines the prediction that CF is a function of individual differences in learning preference (i.e., whether one tends to employ an exploration relative to an exploitation learning strategy) and task demands. In Experiment 1, healthy native English speakers were administered three CF tasks that incorporate either (i) a shifting component, or (ii) a creative thinking component, or (iii) both shifting and creative thinking elements. A classic reward-based learning task was employed to determine each participant's learning style based on their response selection history during the task. Experiment 2 employed a similar paradigm to manipulate prefrontal cortex (PFC) engagement in CF using transcranial direct current stimulation (tDCS) and examined interactions between PFC involvement and learning strategy. The combined results of these studies offer new evidence regarding how learning preferences might capture individual differences in CF, while revealing the possible neural mechanisms that support it.

An Experimental Analysis of the Structure of and Individual Differences in Associative Capacity

An Experimental Analysis of the Structure of and Individual Differences in Associative Capacity PDF Author: Richard Stephen Harter
Publisher:
ISBN:
Category :
Languages : en
Pages : 144

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Book Description


Attention and Associative Learning

Attention and Associative Learning PDF Author: Chris J. Mitchell
Publisher: Oxford University Press (UK)
ISBN: 0199550530
Category : Language Arts & Disciplines
Languages : en
Pages : 423

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Book Description
This book brings together leading international learning and attention researchers to provide both a comprehensive and wide-ranging overview of the current state of knowledge of this area as well as new perspectives and directions for the future.