Simple Stimulus Learning Paper
Simple Stimulus Learning Paper
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
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
References: Hung, S., & Seitz, A. R. (2011). Retrograde Interference in Perceptual Learning of a Peripheral Hyperacuity Task. PLoS ONE, 6(9), 1-5. Retrieved August 18, 2012, from the EBSCOhost database. Sanderson, D. J., & Bannerman, D. M. (2011). Competitive Short-Term and Long-Term Memory Processes in Spatial Habituation. Journal of Experimental Psychology: Animal Behavior Processes, 37(2), 189-199. Retrieved August 18, 2012, from the EBSCOhost database. Weiermann, B., Cock, J., & Meier, B. (2010). What Matters in Implicit Task Sequence Learning: Perceptual Stimulus Features, Task Sets, or Correlated Streams of Information?. Journal of Experimental Psychology: Learning, Memory, and Cognition, 36(6), 1492-1509. Retrieved August 18, 2012, from the EBSCOhost database.