Habituation and perceptual learning in stimulus-based education

¶ … Stimulus Learning

Habituation

Habituation is the process whereby a repetition of stimulus results in a decrease in reactions to such stimulus, because the recipient becomes accustomed to the effects of the presentation. Initially new, the stimulus in question becomes more familiar when presented repeatedly, and therefore elicits a response of less significance and intensity than the case was upon its initial presentation. This phenomenon is often used in education, as a simple form of learning. Students are presented with a single stimulus in order to promote habituation for the purpose of learning a new skill or gaining knowledge (Terry, 2006, p.27).

Studies in the manifestations of habituation have indicated physiological responses such as changes in heart rate and brain wave measurements to indicate stimulation, arousal, and attention. These all decreased with the repetitive presentation of a single stimulus. A method that is often used to measure habituation is eye fixations to novel visual stimuli. When presented with a new stimulus, it is the human tendency to explore it visually. As the item becomes familiar, the gaze is moved away and less attention is given to the stimulus. Hence, a decrease in eye fixations indicate an increase in habituation (Terry, 2006, p.29).

Habituation is however not an exclusively human manifestation. According to Terry (2006, p.29), experiments with rodents have for example shown that objects that are unfamiliar are more frequently and intensely explored than those that are familiar. In such cases, reduced attention indicates that habituation has taken place.

Habituation can also be measured by means of its parametric features. This means that a single stimulus is divided into dimensions or aspects, which are systematically varied. By measuring the time to habituation, the learning process can be explored and mapped for use by researchers and educators.

Perceptual Learning

Perceptual learning is a concept that concerns exposure frequency to a stimulus, and how this facilitates subsequent learning. On the basis of experiments in this regard, the conclusion is that it is easier to learn on the basis of a familiar stimulus than it is to use a new stimulus for new learning. Prior exposure to a stimulus helps the learner to perceive, recognize and identify it at a primary level of knowledge. This makes it easier to make further investigations and learn more about the stimulus (Terry, 2006, p.40). There are three main factors that affect perceptual learning. These include presenting contrasting stimuli; transfer from easy to difficult stimuli; and attention and feedback.

In terms of the first factor, the educator should not present only a single standard stimulus, as this is unlikely to promote the ability to distinguish the stimulus from others. It is therefore necessary to provide contrasting stimuli for the purpose of comparison and recognition.

The second factor implies that perceptual learning can be promoted by presenting more difficult stimuli that are based upon initially simple ones. Students can for example be presented with a simple set of patterns to distinguish, while more intricate stimuli are presented later.

The final factor considers the question of necessity in terms of feedback where stimuli are concerned. According to research, learning occurs by mere presentation, without the intention to learn. This is at least the case with simple stimuli. Where more complex discrimination is concerned, it appears that some feedback and intention are necessary.

In the classroom situation, it is therefore important to distinguish between the type of stimuli that requires little or no feedback and those that do. As the learning process progresses, so will the need for feedback.

Application of Simple Stimulus Learning

Simple stimulus learning can be applied to various situations in life. In psychology, for example, a therapist may use it to help patients overcome fears or phobias (Terry, 2006, p.43). By providing the patient with controlled and repeated exposure to the feared item, it is projected that the habituation process will reduce attention to, and therefore fear of the object or situation. This is done in a very gradual way, with a mild form of the feared item presented initially. Gradually the stimulus is intensified, each time until habituation takes place. In this way, the patient becomes familiar with the feared item, and replaces the fear with a lack of attention. Some therapists combine the exposure with pleasant stimuli, such as relaxation exercises or soothing music. This is a form of counter-conditioning.

Simple stimulus learning occurs almost in all areas of life. As a person grows and learns from childhood, living and working in the world requires familiarity and habituation in terms of certain stimuli such as traffic lights. Habituation in such terms occurs only partially. Traffic lights act as warning signs. Being familiar with them prevents road users from making accidents. By lifelong simple exposure, every modern human being know the universal meaning of traffic lights and other road signs. However, complete habituation cannot take place, as this will lead to a dangerous and potentially fatal lack of attention. This is then an example of increased attention by means of simple stimulation.

Simple stimulus learning is also used when learning to drive, operate machinery, or in the academic disciplines. While it has obvious applications to the education industry, simple stimulus learning is by no means exclusive to this industry, as seen above. Advertisers have for example made profitable use of the effects of stimulus exposure. It is a vital part of how human beings and other organisms live and work in the physical world.

Sources

Terry, W. Scott. (2006). Learning and Memory: Basic Principles, Processes, and Procedures. Allyn and Bacon.

Sweatt, David J. (2003). Mechanisms of Memory. Academic Press.

Webb, Ben S., Roach, Neil W., and McGraw, Paul V. (2007, Dec. 19). "Perceptual Learning in the Absence of Task or Stimulus Specificity" Public Library of Science. http://www.pubmedcentral.nih.gov/articlerender.fcgi?artid=2147046