Simple Stimulus Learning Paper
This paper will begin with an explanation of the concept of habituation and the role of the activity of stimulation and both non-associative and associative processes has on either long-term or short-term habituation. This paper will also analyze the factors that affect perceptual learning, especially that of the process of stabilizers in both memory and skills after the initial acquisition. The effects of stimulus exposure will also be explored and examined, such as how our daily lives are characterized by sequential regularities in routine sequences of actions or tasks and the application of these simple stimulus learning as they are done in real life situations, and in this paper these situations will be explored in both work and school scenarios. Concept of Habituation
According to Sanderson & Bannerman (2011) “habituation can reflect both short-term and long-term reductions in unconditioned responding” (p. 189). Habituation according to Sanderson & Bannerman (2011) also been proposed to be caused by both non-associative and associative processes that are specifically short-term habituation that is caused by a non-associative process and with long-term habituation, it is caused by an associative process. There is also a prediction that under specific conditions, there is actually competition between both non-associative and associative processes. Habituation is caused by a refractory memory state at the time when the stimulus is presented, which a representation can become active either by a recent presentation of a stimulus or by the associative retrieval of the representation. A stimulus is represented by a set of elements and when a stimulus is presented, it is able to activate a proportion of its elements into a primary activity state and the elements will rapidly decay from the activity state into a secondary state where it will remain before they gradually decay back into an inactive state (Sanderson & Bannerman, 2011).
According to Sanderson & Bannerman (2011) habituation occurs to the degree in which a stimulus’ elements are in a secondary activity state, because there has been a reduction in the number of elements that can be activated into the primary activity state and this results in the reduction in responding. Habituation can occur merely for the fact that a recent presentation of a stimulus results in its elements being active in the secondary activity state, which is self-generated priming. If enough time has passed after a stimulus presentation, enough so that the stimulus’ elements have returned to an inactive state, then habituation will not occur, since the stimulus will be able to fully activate its elements into the primary activity state. So a short interval between stimulus exposures can result in a short-term form of habituation (Sanderson & Bannerman, 2011).
Hung & Seitz (2011) describe that a consolidation, which is a process that stabilizes memory or skills after the initial acquisition that involves multiple sub-processes, with a key aspect being the building up of a resistance from interference of new learning. There is also a process of stabilization that has been studied in the learning of word lists, motor learning tasks and perceptual learning. When there is a practice with two tasks labeled A and B, in a close temporal proximity can result in interference from task B on Task A. There is also a temporal interval between the practicing of two tasks can improve this interference. Initial learning is also liable to interference, however there are stabilization processes that can protect learning from interference later on (Hung & Seitz, 2011).
According to Hung & Seitz (2011) there have been studies of perceptual learning that have shown that stabilization can occur over an hour in some setting, and within a few minutes in others. The authors have also stated...