learning_theories:contiguity_theory_and_one_trial_learning
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learning_theories:contiguity_theory_and_one_trial_learning [2012/01/12 11:42] 127.0.0.1 external edit |
learning_theories:contiguity_theory_and_one_trial_learning [2013/09/30 16:57] jpetrovic [Read more] |
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| ===== What is contiguity theory and one trial learning? ===== | ===== What is contiguity theory and one trial learning? ===== | ||
| - | 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//. | | + | 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** (//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. | 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. | ||
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| ===== Read more ===== | ===== Read more ===== | ||
| - | [[http://www.sciencedirect.com/science/article/pii/S0033295X07647380|Guthrie, E. Conditioning as a principle of learning. Psychological Review, 37, p412-428, September 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.]] |
| - | [[http://www.sciencedirect.com/science/article/pii/S0033295X07648269|Guthrie, E. R. Association as a function of time interval. Psychological Review 40, no. 4: 355-367, July 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.]] |
| [[http://books.google.hr/books?id=fjotAAAAMAAJ|Guthrie, Edwin Ray. The psychology of learning. P. Smith, 1960.]] | [[http://books.google.hr/books?id=fjotAAAAMAAJ|Guthrie, Edwin Ray. The psychology of learning. P. Smith, 1960.]] | ||
learning_theories/contiguity_theory_and_one_trial_learning.txt · Last modified: 2023/06/19 18:03 (external edit)
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