Associative learning: types and characteristics

One of the most studied types of learning in psychology. Let's see how it is.

Learning from our experiences based on what we have previously experienced is fundamental for survival. This allows the execution of increasingly adaptive patterns of behavior, and even predicts possibleFor example, we learn to avoid certain stimuli and actively seek out others because we have previously been able to link them with some kind of consequence.

Why we act as we do and how we have learned to do so is something that has intrigued mankind for centuries and has led to the exploration and investigation of the subject by different disciplines such as psychology, generating different currents and theories. Among these theoretical currents we can find behaviorism, for which the main basis and explanation of behavior is found in the capacity of association and associative learning. in the capacity of association and associative learning.. It is about this concept that we are going to talk throughout this article.

The concept of associative learning

Associative learning is understood as the process by which human beings and other living beings establish a link or association between two or more phenomena, so that they learn and react to this relationship. This learning implies a change in the behavior of the subject who acquires it, to the point of anticipatingThis learning involves a change in the behavior of the subject who acquires it, to the point of anticipating that certain stimuli or actions will bring about the arrival of other stimuli or consequences.

For this to occur, there must be a certain condensation, habituation or sensitization to the relationship between the two elements, which in turn implies that they are repeatedly presented as concurrent and contingent to a certain extent.

It is a concept especially worked by behaviorism, a paradigm of psychology that focused on the study of behavior as the only empirical and observable element of the psyche (leaving aside the role of the psychic apparatus itself in it) and that sought to provide an objective and scientific explanation of the psyche. to provide an objective and scientific explanation of our behavior.In fact, the capacity of association was one of its main bases.

Originally, behaviorism believed that associative learning depended solely on the properties of the stimuli and how they were presented, the learner being a totally passive subject who simply grasped the relationship.

However, as the years have gone by and new trends such as cognitivist and cognitive-behavioral have developed, the understanding of this phenomenon has increasingly included more and more cognitive variables of the subject, becoming a more active element in this type of learning.

In fact, at present it is considered that associative learning allows us to be able to make predictions and to establish new strategies derived from the reception of new information. establish new strategies derived from the reception of information by the subject, establishing causal relationships.We are able to establish causal relationships on the basis of repeated exposure to stimuli. We not only associate stimuli, but also ideas, concepts and thoughts in such a way that we can develop new knowledge even without having to submit ourselves to real stimulation.

Types of basic associative learning

We will now look at two of the main forms of associative learning, which, although they do not explain the totality of learning, do serve as some of the bases of associative learning.

1. Classical conditioning

Classical or Pavlovian conditioning is one of the most basic but at the same time most fundamental types of associative learning that have been investigated, and its study serves as a basis for further study of the phenomenon of association. In classical conditioning, it is considered that the behavior of humans and other animals is derived from learning the existing relationship between the human being and the other animals. derives from the learning of the existing relationship between different stimuli.

Specifically, we learn that two stimuli are related due to the perception that both occur contingently and proximately in space and time, observing repeatedly that the appearance or disappearance of one stimulus precedes or is related to the appearance or disappearance of another.

In this process, a stimulus capable of generating by itself an unconditioned physiological response, or unconditioned stimulus, is paired or related to another stimulus. is paired or related with a neutral stimulusIn this process, a stimulus capable of generating by itself an unconditioned physiological response or unconditioned stimulus is paired or related to a neutral stimulus, in such a way that as a joint presentation is produced, it is conditioned in such a way that it ends up generating a response equal or similar to that which would be generated by the unconditioned stimulus, which would be called conditioned response.

This type of relationship is learned through repetition, although depending on the stimulus, its salience and how the relationship is presented, a faster or slower association may be generated. Likewise, the association can occur both at the level of positive stimulation (we learn that things we like are related to neutral things) and aversive stimulation (painful stimuli are associated with neutral things). (painful stimuli are associated with other neutral stimuli, which end up generating fear).

For example, imagine that our favorite dish is brought to us: its appearance (unconditioned stimulus) makes us want to eat and we start salivating (unconditioned response). However, if someone regularly rings a bell shortly before the food is brought to us, we will end up associating the idea that the bell is linked to the food, which in the long run will make a stimulus that at first was indifferent to us (neutral stimulus) come to have a value similar to that of the food (the sound of the bell goes from being neutral to being a conditioned stimulus) and generate a reaction of, in this case, salivation (conditioned response).

2. Operant conditioning

Another of the main types of associative learning is Skinner's operant conditioning, which goes from associating mere stimuli to considering the existing association between the emission or non-emission of the stimulus itself and its own behavior. between the emission or non-emission of a behavior and the consequences of this behavior..

In this type of associative learning we find that the performance of a specific behavior or conduct has a series of consequences, which will alter the probability that this behavior will reappear due to the learned association. Thus we can find cases of reinforcement (either positive or negative) or punishment (either positive or negative), which respectively imply the increase or decrease of the behavior based on the presence of certain consequences.

In positive reinforcement, the behavior results in the appearance of an appetitive stimulus, while in negative reinforcement an aversive stimulus is eliminated or ceases to appear: in both cases the behavior is considered positive for the subject, which increases the probability of its occurrence.

Regarding punishment: in positive punishment an aversive consequence or stimulus is applied or administered if the subject carries out the behavior, while in negative punishment a positive or appetitive stimulus or element is removed or extracted for the subject. In both cases the probability of repeating the behavior decreases, since it has aversive consequences.

In addition, it should also be taken into account that the consequences can be present immediately or delayed, something that will also alter the probability of behavioral occurrence and that can be mediated by aspects such as the way in which the behavior and the consequences have been presented or the sequencing of the behavior (e.g., if there is a contingency (e.g., whether there is a fixed or variable contingency between the two, or whether the consequences appear each time the behavior is performed or during a specific time interval).

3. Observational learning

Another type of learning that is partially based on association is learning by observation. In this case, based on the previous conditionings, an association is made between what happens or is done by another person and ourselves, being able to achieve associative learning without having to directly experience the association of stimuli.

Within this we can find for example social learning or imitation of models.

Bibliographical references:

• Dickinson, A. (1980). Contemporary animal learning theory. Cambridge: Cambridge University Press.
• Higueras, B. and Muñoz, J.J. (2012). Basic psychology. Manual CEDE de Preparación PIR, 08. CEDE: Madrid.
• Rodrigo, T. and Prado, J. Associative learning and spatial learning: history of a research line (1981-2001). In Vila, J.,Nieto, J. and Rosas, J.M. (2003). Contemporary research in associative learning. Studies in Spain and Mexico. Univesitas del lunar collection.