L4: Associations

This module discusses associationism and formative philosophical and empirical work on associative learning processes in humans and non-human animals.

Goals

  • Introduce early work on associationism in humans and non-human animals
  • Connect ideas of learning associations to classical conditioning

Instructions

Work through each of the following Read, View/Watch/Listen, and Engage sections. You have the full week to complete any quizzes or assignments for this module.

Read

40 minutes

Textbook Chapter: Associations

Describes associationism and formative philosophical and empirical work on associative learning processes in humans and non-human animals.

Read

View/Watch/Listen

There are two sets of slides for this module.

Lecture 1


L4: Slides 1

Lecture 2

L4: Slides 2

Engage

When you are ready complete any or all of the following assignments.

  1. QUIZ: Complete the L4: Associations quiz (on Canvas)
  2. WRITING: There are reading/writing assignments to choose from (instructions below, submit on Canvas).
  3. REFLECT: Submit a meme for the Memer of the Semester contest on Canvas (1 extra credit point for winner at the end of the semester)

Submit your work before the due date posted on Canvas. Then, move on to the next learning module.


Writing Option 1: QALMRI for paper on associative strength and free recall (6 points)

Classical conditioning and associative learning influence a wide range of psychological processes. Your assignment is to write a QALMRI summary for the following paper.

  • Deese, J. (1959). Influence of inter-item associative strength upon immediate free recall. Psychological Reports, 5(3), 305-312.

Using the QALMRI method, write a one-page QALMRI (point form is OK) of the assigned paper. You can also refer to the QALMRI tutorial for detailed instructions on how to write a QALMRI.

  • Question: Identify the big and specific question
  • Alternatives: What are the alternative hypotheses or explanations
  • Logic: What are the logical implications of the hypotheses
  • Method: Describe the Methods
  • Results: What was the main result
  • Inference: What inferences about the hypothesis are made from the results?

Writing Option 2: Blocking in the Rescorla-Wagner model (6 points)

In this assignment, you will have the opportunity to work through the Rescorla-Wagner model and explain the “blocking” effect discussed in class using some simulated data available at this link

Assume that after learning about an association between an unconditioned stimulus (Stimulus 1) and a conditioned response for 6 trials, a new stimulus (Stimulus 2) is introduced. On each subsequent trial, Stimulus 1 and 2 are presented together, and we record the changes in the learning as per the RW model equation.

Download the excel file from the link above (use File > Download), inspect the different columns, and answer the following questions:

  1. What are the two tables in the excel file showing? Describe each column and how its value is calculated. Hint: You can click on a particular cell and it will show you the formula that is used to calculate the value.

  2. Plot the column that contain the values of Vnew for stimulus 2. Hint: Use Insert > Chart and pick one of the line charts.

  3. What do you see - is learning happening for Stimulus 2? Why or why not? Describe your reasoning process.

Writing Option 3: Answer two short answer questions

Answer the following questions:

  • Define imitation learning and then provide a real-life example of this phenomenon.

  • Describe the laws/principles of association discussed in class and provide a real-life example for each principle.