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--- learning_theories:contiguity_theory_and_one_trial_learning [2011/08/26 10:39]
jpetrovic [What is contiguity theory and one trial learning?]
+++ learning_theories:contiguity_theory_and_one_trial_learning [2023/06/19 18:03] (current)
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 ===== What is contiguity theory and one trial learning? =====
-Guthrie attempted to explain learning through **association** of stimuli with responses. Learning, in terms of behavior is a function of the environment. According to Guthrie, learning is associating a particular stimulus with a particular response. This association, however, will only occur if **stimuli and responses occur soon enough** one after another (**//the contiguity law//**). The association is established on the **first experienced instance of the stimulus** (**//one trial learning//**). Repetitions or **reinforcements** in terms of reward or punishment do not influence the strength of this connection. Still, every stimulus is a bit different, which results in many trials in order to form a general response. This was according to Guthrie the only type of learning identifying him not as //reinforcement theorist//, but //contiguity theorist//. |
+Guthrie attempted to explain learning through **association** of stimuli with responses.(([[http://psychclassics.yorku.ca/Guthrie/|Guthrie, Edwin R. Psychological Facts and Psychological Theory. Psychological Bulletin 43: 1-20, 1946.]])) Learning, in terms of behavior is a function of the environment. According to Guthrie, learning is associating a particular stimulus with a particular response. This association, however, will only occur if **stimuli and responses occur soon enough** one after another (**//the contiguity law//**). The association is established on the **first experienced instance of the stimulus** (**//one trial learning//**). Repetitions or **reinforcements** in terms of reward or punishment do not influence the strength of this connection. Still, every stimulus is a bit different, which results in many trials in order to form a general response. This was according to Guthrie the only type of learning identifying him not as //reinforcement theorist//, but //contiguity theorist//.
-More complex behaviors are composed of a **series of movements**, where each movement is a small stimulus-response combination. This movements or //habits// are actually what is being learned in each one trial learning rather than behaviors. Learning a number of moves forms an act (incremental learning). Unsuccessful acts remain not learned because they are replaced by later successfully learned acts.(([[http://www.lifecircles-inc.com/Learningtheories/behaviorism/guthrie.html|Cooper, Sunny. “Edwin Guthrie and ‘One Trial Learning’. Theories of Learning in Educational Psychology.]])) Other researchers like [[http://www.muskingum.edu/~psych/psycweb/history/watson.htm|John Watson]] studied whole acts just because it was easier, but movements are, according to Guthrie what should actually be studied.
+More complex behaviors are composed of a **series of movements** (//habits//)(([[http://www.muskingum.edu/~psych/psycweb/history/guthrie.htm|Peterson, Heather. Edwin R. Guthrie. Psychology History.]])), where each movement is a small stimulus-response combination. This movements or are actually what is being learned in each one trial learning rather than behaviors. Learning a number of moves forms an act (incremental learning). Unsuccessful acts remain not learned because they are replaced by later successfully learned acts.(([[http://www.lifecircles-inc.com/Learningtheories/behaviorism/guthrie.html|Cooper, Sunny. “Edwin Guthrie and ‘One Trial Learning’. Theories of Learning in Educational Psychology.]])) Other researchers like [[http://www.muskingum.edu/~psych/psycweb/history/watson.htm|John Watson]] studied whole acts just because it was easier, but movements are, according to Guthrie what should actually be studied.
 Forgetting occurs not due to time passage, but due to interference. As time passes, stimulus can become associated with new responses. Three different methods can help in forgetting an undesirable old habit and help replacing it(([[http://books.google.hr/books?id=A6UhKQEACAAJ|Ormrod, J. E. Human learning. New Jersey: Merrill Prentice Hall, 1999.]] cited by [[http://www.ucs.louisiana.edu/%7Ecgc2646/LRN/Chap5.html|Cech, C. G. Chapter 5 - The Nature of Reinforcement & Its effects on Acquisition: Guthrie’s Contiguity Theory, 1998.]])):
@@ Line 38: / Line 38: @@
 [[ http://www.muskingum.edu/~psych/psycweb/history/guthrie.htm|Peterson, H. Edwin R. Guthrie. Muskingum College, Department of Psychology.]] Retrieved January 16, 2011.
-[[http://tip.psychology.org/guthrie.html|TIP: Contiguity Theory (E. Guthrie).]] Retrieved January 16, 2011.
+[[http://tip.psychology.org/guthrie.html|Kearsley, Greg. Contiguity Theory (E. Guthrie). The Theory Into Practice Database]] Retrieved January 16, 2011.
 [[http://www.lifecircles-inc.com/Learningtheories/behaviorism/guthrie.html|Cooper, S. Theories of Learning in Educational Psychology: Edwin Guthrie and One Trial Learning.]] Retrieved January 18, 2011.
 ===== Read more =====
-Guthrie, E. Conditioning as a principle of learning. Psychological Review, 37, p412-428. 1930.
+[[http://psycnet.apa.org/journals/rev/37/5/412/|Guthrie, E. Conditioning as a principle of learning. Psychological Review, 37, p412-428, September 1930.]]
-Guthrie, E. Association as a function of time interval and On the nature of psychological explanations. Psychological Review, 40, p124-137. 1933.
+[[http://psycnet.apa.org/journals/rev/40/4/355/|Guthrie, E. R. Association as a function of time interval. Psychological Review 40, no. 4: 355-367, July 1933.]]
-Guthrie, E. Psychology of Learning. New York: Harper, 1935.
+[[http://books.google.hr/books?id=fjotAAAAMAAJ|Guthrie, Edwin Ray. The psychology of learning. P. Smith, 1960.]]
-Guthrie, E. The Effect of Outcome on Learning. Psychological Review, 46, p480-485. 1939.
+[[http://psycnet.apa.org/journals/rev/46/5/480/|Guthrie, E. The Effect of Outcome on Learning. Psychological Review, 46, p480-485. 1939.]]

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