TB3 Tutorial' Learning is more than SR theory
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- Created on: 11-05-15 17:58
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- TB3 Tutorial; Learning and memory is more than SR theory
- Association formation is often central to a lot of psychological theorising
- How does this type of learning occur? (What psychs. ask)
- Associationists claim that it is through the strengthening of the associative link between A and B
- Assoc. perespective states that leanring and memory depend on the formation of associative links each of which acts as a 'bond' to another entity
- E.g/ rain (B) typically occurs when you can see rain clouds (A), A becomes become associated with B.
- Assoc. perespective states that leanring and memory depend on the formation of associative links each of which acts as a 'bond' to another entity
- This tutorial focuses on the principle of contingency and learning through contingency
- Association formation is often central to a lot of psychological theorising
- How does this type of learning occur? (What psychs. ask)
- Associationists claim that it is through the strengthening of the associative link between A and B
- Assoc. perespective states that leanring and memory depend on the formation of associative links each of which acts as a 'bond' to another entity
- E.g/ rain (B) typically occurs when you can see rain clouds (A), A becomes become associated with B.
- Assoc. perespective states that leanring and memory depend on the formation of associative links each of which acts as a 'bond' to another entity
- This tutorial focuses on the principle of contingency and learning through contingency
- If A and B are contiguous, an associative link will be set up between them and learning of the pair AB occurs.
- READING; Classic elementaristic psychology
- With the A B example, this states that the 'elements' are As and Bs which are the essentials of an association -istic model of human knowledge
- There were 3 MAIN STUDIES in this tutorial
- Experiment 1; Probed recall task. Testing the claim that the critical factor in learning would be the association between the colour and shape
- If learning occurs through contiguity there should be no difference in performance across 6 conditions
- However if the relation of belonging together is important than there will be differences in performance as some conditions have not critically related associations
- Results showed that differences existed in conditions, hence, another factor other than contiguity is working here.
- The manner in which the colour and shape were related seems to be important...belongingness is critical.
- Supports the idea that the formation and pairing of psychological units is most important
- The manner in which the colour and shape were related seems to be important...belongingness is critical.
- Results showed that differences existed in conditions, hence, another factor other than contiguity is working here.
- Results showed that differences existed in conditions, hence, another factor other than contiguity is working here.
- The manner in which the colour and shape were related seems to be important...belongingness is critical.
- Supports the idea that the formation and pairing of psychological units is most important
- The manner in which the colour and shape were related seems to be important...belongingness is critical.
- Experiment 2; Forms (contours) and modes (contour textures).
- Constitutive (patterns that make up a test shape) are remembered better than patterns just paired together
- MAIN CONCLUSIONS
- Contingency only supports up to poor levels of memory
- The most effective way of producing coherence (and good memory!) is embedding A and B into the same psychological unit
- "Associations are the after-effects of organisation"
- The most effective way of producing coherence (and good memory!) is embedding A and B into the same psychological unit
- Contingency only supports up to poor levels of memory
- Experiment 3; Same as experiment 2 but probing part-whole relations. Intentional learning and free recall design is used.
- Unitary patterns (patterns that 'interact' with each other remembered better than paired patterns.
- Also did the same thing with a nonsense language to test verbal representations, same results found, unitary better than paired conditions
- Unitary patterns (patterns that 'interact' with each other remembered better than paired patterns.
- Experiment 1; Probed recall task. Testing the claim that the critical factor in learning would be the association between the colour and shape
- READING; Classic elementaristic psychology
- If A and B are contiguous, an associative link will be set up between them and learning of the pair AB occurs.
- Associationists claim that it is through the strengthening of the associative link between A and B
- How does this type of learning occur? (What psychs. ask)
- If A and B are contiguous, an associative link will be set up between them and learning of the pair AB occurs.
- READING; Classic elementaristic psychology
- With the A B example, this states that the 'elements' are As and Bs which are the essentials of an association -istic model of human knowledge
- There were 3 MAIN STUDIES in this tutorial
- Experiment 1; Probed recall task. Testing the claim that the critical factor in learning would be the association between the colour and shape
- If learning occurs through contiguity there should be no difference in performance across 6 conditions
- However if the relation of belonging together is important than there will be differences in performance as some conditions have not critically related associations
- Experiment 2; Forms (contours) and modes (contour textures).
- Constitutive (patterns that make up a test shape) are remembered better than patterns just paired together
- MAIN CONCLUSIONS
- Contingency only supports up to poor levels of memory
- The most effective way of producing coherence (and good memory!) is embedding A and B into the same psychological unit
- "Associations are the after-effects of organisation"
- The most effective way of producing coherence (and good memory!) is embedding A and B into the same psychological unit
- Contingency only supports up to poor levels of memory
- Experiment 3; Same as experiment 2 but probing part-whole relations. Intentional learning and free recall design is used.
- Also did the same thing with a nonsense language to test verbal representations, same results found, unitary better than paired conditions
- Also did the same thing with a nonsense language to test verbal representations, same results found, unitary better than paired conditions
- Experiment 1; Probed recall task. Testing the claim that the critical factor in learning would be the association between the colour and shape
- READING; Classic elementaristic psychology
- Association formation is often central to a lot of psychological theorising
- Associationists claim that it is through the strengthening of the associative link between A and B
- How does this type of learning occur? (What psychs. ask)
- Association formation is often central to a lot of psychological theorising
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