Associative Learning and Behavior

Associative learning is a form of conditioning, a theory that states behavior can be modified (or learned) based on a stimulus and a response. This means that behavior can be learned or unlearned based on the response it generates. For example, a student might know that if she misbehaves in class (stimulus), she will not be permitted to go out for recess (response).

This type of learning can be helpful in classroom management.

Much like conditioning, associative memory can be called upon based on the relationship between two stimuli. Using both positive and negative reinforcers (stimuli used to change behavior), teachers can help students modify their behavior.

Some examples of positive reinforcement are:

• Awarding good grades for work that is well done

• Allowing students to watch a video for finishing an assignment

• Verbally rewarding students for their effort and hard work

• Giving students a 'punch' in their punch card each time they do something well. When the punch card is full, the student receives a reward.

By using positive reinforcement, teachers can condition students to associate good work and good behavior with a reward. On the other hand, negative reinforcement can be used to punish students for poor behavior.

Some examples of negative reinforcement are:

• Removing recess from students who 'act out' in class

• Taking points off of work that is turned in late

• Not allowing a student who is misbehaving to sit with his friends

• Using a chart to document the number of times a student has misbehaved (using stickers). When the chart line is full, the student loses a classroom privilege.

Associative Learning and Teaching

Associative memory can be a powerful tool. Because learning relies on the principle that ideas and experiences can be linked together and ultimately reinforce one another, association can be used to help students remember information.

Associative learning is the process by which an association between two stimuli or a behavior and a stimulus is learned. The two forms of associative learning are classical and operant conditioning. In the former a previously neutral stimulus is repeatedly presented together with a reflex eliciting stimuli until eventually the neutral stimulus will elicit a response on its own. In operant conditioning a certain behavior is either reinforced or punished which results in an altered probability that the behavior will happen again. Honeybees display associative learning through the proboscis extension reflex paradigm.[9]

Operant conditioning

Operant conditioning is the use of consequences to modify the occurrence and form of behavior. Operant conditioning is distinguished from Pavlovian conditioning in that operant conditioning uses reinforcement/punishment to alter an action-outcome association. In contrast Pavlovian conditioning involves strengthening of the stimulus-outcome association.

Elemental theories of associative learning argue that concurrent stimuli tend to be perceived as separate units rather than 'holistically' (i.e. as a single unit).

Behaviourism is a psychological movement that seeks to alter behaviour by arranging the environment to elicit successful changes and to arrange consequences to maintain or diminish a behaviour. Behaviourists study behaviours that can be measured and changed by the environment. However, they do not deny that there are thought processes that interact with those behaviours.

Delayed discounting is the process of devaluing rewards based on the delay of time they are presented. This process is thought to be tied to impulsivity. Impulsivity is a core process for many behaviours (e.g., substance abuse, problematic gambling, OCD). Making decisions is an important part of everyday functioning. How we make those decisions is based on what we perceive to be the most valuable or worthwhile actions. This is determined by what we find to be the most reinforcing stimuli. So when teaching an individual a response, you need to find the most potent reinforcer for that person. This may be a larger reinforcer at a later time or a smaller immediate reinforcer.