Download or read book Individual differences in associative learning written by Robin A. Murphy and published by Frontiers Media SA. This book was released on 2014-09-24 with total page 113 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Download or read book Individual Differences in Associative Learning and Forgetting written by Patrick C. Kyllonen and published by . This book was released on 1989 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Working Memory Capacity written by Nelson Cowan and published by Psychology Press. This book was released on 2016-04-14 with total page 238 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Download or read book Individual Differences in Associative Learning Intrinsic Connectivity and Neural Reactivity written by Meghan Davis Caulfield and published by . This book was released on 2014 with total page 242 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Learning and Individual Differences written by Robert Mills Gagné and published by MacMillan Publishing Company. This book was released on 1967 with total page 298 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Associative Learning and Conditioning Theory written by Todd R Schachtman PhD and published by Oxford University Press. This book was released on 2011-06-03 with total page 588 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Download or read book Handbook of Individual Differences Learning and Instruction written by David H. Jonassen and published by Routledge. This book was released on 1993 with total page 484 pages. Available in PDF, EPUB and Kindle. Book excerpt: First Published in 1993. Routledge is an imprint of Taylor & Francis, an informa company.

Download or read book Attention and Associative Learning written by Chris J. Mitchell and published by Oxford University Press (UK). This book was released on 2010 with total page 423 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Download or read book Psychology and the Real World written by Richard W. Pew and published by Worth. This book was released on 2019-02-24 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Psychology and the Real World: Essays Illustrating Fundamental Contributions to Society is a collection of brief, personal, original essays, ranging in length from 2500 to 3500 words, in which leading academic psychologists describe what their area of research has contributed to society. The authors are true stars in the field of psychology. Some of their work (for example, Elizabeth Loftus’s studies of false memories, Paul Ekman’s research on facial expression, and Eliot Aronson’s “jigsaw,” or cooperative, classroom studies) is well known to the public. The research of others is less familiar to nonspecialists, but no less fascinating. The book is unique the world of textbook ancillaries in that it does not reprint writings. Rather, innovative psychological scientists clearly and entertainingly tell readers why their research matters and how their line of inquiry developed. The concept for the book came from the FABBS Foundation, a nonprofit educational foundation that supports the work of 22 scholarly societies that span the cognitive, psychological, behavioral, and brain sciences. The authors have volunteered their contributions. These authors have agreed that all grants, advances, and royalties and other financial earnings from this volume will go to the FABBS Foundation to support their educational mission.

Download or read book Learning Preferences as an Index of Individual Differences in Cognitive Flexibility written by Hayley E. O'Donnell and published by . This book was released on 2020 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Download or read book An Experimental Analysis of the Structure of and Individual Differences in Associative Capacity written by Richard Stephen Harter and published by . This book was released on 1929 with total page 144 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Methods of Behavior Analysis in Neuroscience written by Jerry J. Buccafusco and published by CRC Press. This book was released on 2000-08-29 with total page 341 pages. Available in PDF, EPUB and Kindle. Book excerpt: Using the most well-studied behavioral analyses of animal subjects to promote a better understanding of the effects of disease and the effects of new therapeutic treatments on human cognition, Methods of Behavior Analysis in Neuroscience provides a reference manual for molecular and cellular research scientists in both academia and the pharmaceutic

Download or read book Understanding the Relations Among Episodic Memory Associative Learning and Fluid Intelligence in Younger and Older Adults written by Elaine Marie Tamez and published by . This book was released on 2012 with total page 119 pages. Available in PDF, EPUB and Kindle. Book excerpt: Age-related changes in episodic memory are hallmarks of aging (Balota, Dolan, & Ducheck, 2000). However, there is still debate as to what underlies episodic memory declines. Two hypotheses, the associative deficit hypothesis (Naveh-Benjamin, 2000) and the environmental support hypothesis (Craik, 1983), were evaluated as possible explanations. The associative deficit hypothesis predicts that age-related differences are greater in tasks that require binding of memory items or features of an item, whereas the environmental support hypothesis argues that age-related differences are greater in tasks that do not provide participants with retrieval cues at the time of test. Under certain circumstances, like those studied here, these hypotheses make different predictions for age-related differences in episodic memory. In order to test these hypotheses, participants completed verbal and spatial versions of three different learning tasks: list recall, paired-associate, and complex association learning. The tasks differed both in the amount of binding required and in the amount of retrieval cues provided at test. The associative deficit hypothesis predicts that age-related differences will be greater on paired-associate and complex association learning tasks relative to performance on list learning tasks. In contrast, the environmental support hypothesis predicts that age-related differences will be greater on list learning tasks relative to performance on paired-associate and complex association learning tasks, both of which provide retrieval cues for support at recall. These three learning tasks not only allowed for the examination of age-related differences in episodic memory, but performance on these learning tasks along with performance on fluid intelligence tasks also allowed for the examination of the predictive utility of learning for individual and age-related differences in fluid intelligence. With respect to this second issue, two separate questions were addressed: First, is complex association learning or general learning ability the better predictor of fluid intelligence, and second, does learning account for unique variance in fluid intelligence after controlling for other cognitive abilities? The second question was addressed in the context of a cognitive cascade model in which the relations among several cognitive variables (i.e., processing speed, working memory, and secondary memory) were examined with learning as a potential mediator of age-related differences in fluid intelligence. In regard to age-related differences in episodic memory, the results of the current study were consistent with the associative deficit hypothesis and provide evidence against the environmental support hypothesis. Age differences were found to be greater on the paired-associate learning task and the complex association learning task relative to the list learning task, consistent with the associative deficit hypothesis but the exact opposite of what is predicted by the environmental support hypothesis. This associative deficit was observed in both initial learning and final learning memory performance, and in both the verbal and spatial domains. Thus, as suggested by Naveh-Benjamin (2000), older adults are more impaired in the ability to encode or retrieve associations as opposed to individual items. Further, associative learning among older adults was an important predictor of fluid intelligence. However, among younger adults, individual differences in learning in general, and not just associative learning, were predictive of fluid intelligence. The present findings demonstrate that learning is an important predictor of fluid intelligence in both young and older adults.

Download or read book Associative Memory Cells Basic Units of Memory Trace written by Jin-Hui Wang and published by Springer Nature. This book was released on 2019-09-10 with total page 275 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book focuses on associative memory cells and their working principles, which can be applied to associative memories and memory-relevant cognitions. Providing comprehensive diagrams, it presents the author's personal perspectives on pathology and therapeutic strategies for memory deficits in patients suffering from neurological diseases and psychiatric disorders. Associative learning is a common approach to acquire multiple associated signals, including knowledge, experiences and skills from natural environments or social interaction. The identification of the cellular and molecular mechanisms underlying associative memory is important in furthering our understanding of the principles of memory formation and memory-relevant behaviors as well as in developing therapeutic strategies that enhance memory capacity in healthy individuals and improve memory deficit in patients suffering from neurological disease and psychiatric disorders. Although a series of hypotheses about neural substrates for associative memory has been proposed, numerous questions still need to be addressed, especially the basic units and their working principle in engrams and circuits specific for various memory patterns. This book summarizes the developments concerning associative memory cells reported in current and past literature, providing a valuable overview of the field for neuroscientists, psychologists and students.

Download or read book Perspectives on Individual Differences Affecting Therapeutic Change in Communication Disorders written by Amy L. Weiss and published by Psychology Press. This book was released on 2012-12-06 with total page 314 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume examines the ramifications of individual differences in therapy outcomes for a wide variety of communication disorders. In an era where evidence-based practice is the clinical profession's watchword, each chapter attacks this highly relevant issue from a somewhat different perspective. In some areas of communication disorders, considering the variance brought by the client into the therapeutic 'mix' has a healthy history, whereas in others the notion of how individual client profiles mesh with therapy outcomes has rarely been considered. Through the use of research results, case study descriptions and speculation, the contributors have creatively woven what we know and what we have yet to substantiate into an interesting collection of summaries useful for therapy programming and designing clinical research.

Download or read book The Routledge Handbook of Second Language Acquisition and Individual Differences written by Shaofeng Li and published by Taylor & Francis. This book was released on 2022-05-30 with total page 547 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Routledge Handbook of Second Language Acquisition and Individual Differences provides a thorough, in-depth discussion of the theory, research, and pedagogy pertaining to the role individual difference (ID) factors play in second language acquisition (SLA). It goes beyond the traditional repertoire and includes 32 chapters covering a full spectrum of topics on learners’ cognitive, conative, affective, and demographic/sociocultural variation. The volume examines IDs from two perspectives: one is how each ID variable is associated with learning behaviors, processes, and outcomes; the other is how each domain of SLA, such as vocabulary or reading, is affected by clusters of ID variables. The volume also includes a section on the common methods used in ID research, including data elicitation instruments such as surveys, interviews, and psychometric testing, as well as methods of data analysis such as structural equation modeling. The book is a must-read for any second language researcher or applied linguist interested in investigating the effects of IDs on language learning, and for any educator interested in taking account of learners’ individual differences to maximize the effects of second language instruction.

Download or read book A Study of Individual Differences in Associative Capacity written by Richard S. Harter and published by . This book was released on with total page 15 pages. Available in PDF, EPUB and Kindle. Book excerpt: