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A common example of habituation occurs in the orienting response, in which a person's attention is captured by a loud or sudden stimulus." (Encarta, 1) This, therefore, will tend to capture the learner in a place of inherent comprehension, with an example such as a the smell of a cookies causing a young child to wander into the kitchen with the expectation of being fed a tasty treat. Something above a Pavlovian response, there is here a conscious recognition that the smell (stimulus) produced is necessarily affiliated with the experience of having cookies.
Naturally, the interpretation of stimulus will have much to do with context and circumstance, which are features that are achieved as the learner comes more to understand environmental clues and to differentiate circumstantial conditions. The notion that perceptual learning is a process that produces knowledge through the incorporation of a set of stimuli is reinforced by research that speaks to refinement in this area of learning. An article by Zhang et al. (2008) denotes that, for instance, "perceptual learning of visual features occurs when multiple stimuli are presented in a fixed sequence (temporal patterning), but not when they are presented in random order (roving)." (Zhang et al., 1) the idea is that the factors which create an environment should also produce a sequence of perceptual clues designed...
For instance, a child might be playing in the school yard when they hear somebody should "heads up." The habituation of this aural stimulus will typically result in one being raised to alert, which will be followed by the action of scanning the immediate environment for a projectile. The combination of the audio stimulus and the visual stimulus of seeing a ball coming toward one's self should result in the individual ducking or protecting himself from the incoming object.
Another sequence which demonstrates the manner in which we come to keep and use those behaviors associated with stimulus learning might be a fire drill. A familiar and intentionally induced relationship is established between the sound of a specific bell and the instructed behavior to line up single file and exit the building in an organized fashion. This is an important demonstration of the intentional and objective-oriented value of stimulus learning.
Works Cited:
Encarta. (2006). Learning. Microsoft Network. Online at http://encarta.msn.com/encyclopedia_761556088/learning.html
Works Cited:
Encarta. (2006). Learning. Microsoft Network. Online at http://encarta.msn.com/encyclopedia_761556088/learning.html
Perceptual learning involves long lasting and amazing changes to the human perceptual system that incredibly improve one's ability to respond to the environment. The mechanisms of perceptual learning include attention weighting, imprinting, differentiation, and unitization. With attention weighting, perception becomes adapted to tasks by increasing the attention paid to important dimensions and features. With imprinting, special receptors are developed that are specialized for specific stimuli. With differentiation, stimuli that were once indistinguishable
Memory A learning culture is an organizational practice, system and values that encourage and support individuals and organizations to increase performance levels, competence and knowledge. It promotes continuous support and improvement for an achievement of goals. Adjustment of current strategies can be done by adjusting to a trend, business model, capital model, launch strategy and making a great plan. There are several ethical principles and professional standards of learning and cognition in
Chance tries to explain the key differences in Pavlovian procedures by stating that "the most important difference is that Pavlovian conditioning involves pairing stimuli (the CS and U.S.) while operant learning involves pairing responses and stimuli." (pg 111) the average reader is likely not to readily discern the difference that easily. Turning back to the section on Pavlovian conditioning is imperative at this point in the book and therefore another
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The reinforcement is positive if it results in strengthening the response, or negative when its removal strengthens the response. The reinforcer must immediately and directly follow the response and be appropriate. Varying the schedule of reinforcement makes it more effective; either changing the time interval between reinforcements or the number of correct responses needed for reinforcement to be offered. Punishment on the other hand is an undesirable or painful
Apa.org). Critical thinking input: Good teachers that truly understand how distracted today's young people are (with technology, etc.) learn how to get the most out of students by combining proven strategies of engagement with scholarship challenges that are both entertaining and compelling to their active minds. B.F. Skinner Historical views of transfer. When something is said to you and it reminds you (without you having to conjure up memories) instantly of something from