Associative learning: types and characteristics

Learning from our experiences based on what we have experienced previously is essential for survival. It allows the execution of increasingly adaptive patterns of behavior, and even predict possible results of our actions: for example, we learn to avoid certain stimuli and to actively seek others because before we have been able to link them with some type of consequence.

Why we act the way we do and how we have learned to do it is something that has intrigued humanity 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 association capacity and associative learning. It is about this concept that we are going to talk throughout this article.

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The concept of associative learning

Associative learning is understood to be the process by which the human being and other living beings establish a link or association between two or more phenomena, in such a way that they learn and react to said relationship. This learning

supposes a change in the behavior of the subject who acquires it, to the point of anticipating that certain stimulations or actions will lead to the arrival of other stimuli or consequences.

For it to occur, there must be a certain condensation, habituation or awareness towards the existing relationship between both elements, something that in turn implies that they are repeatedly presented as to some extent concurrent and contingents.

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 I was looking for provide an objective and scientific explanation of our behavior, being in fact the capacity of association one of its main bases.

Originally, behaviorism valued that associative learning depended solely on the properties of stimuli and how the presentation of these was carried out, the apprentice being a totally passive subject who simply captured the relationship.

However, as the years have passed and new currents have developed such as cognitivist and cognitive-behavioral understanding This phenomenon has been including more and more cognitive variables of the subject, becoming a more active element in this type of learning.

In fact, it is currently considered that associative learning allows us to be able to make predictions and establish new strategies derived from the reception of information allowed by him, establishing causal relationships based on repeated exposure to stimuli. And it is that 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 undergo real stimulation.

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Types of basic associative learning

Next we will see two of the main forms of associative learning, which although they do not explain the totality of learning they do serve as some of the bases of learning associative.

1. Classical conditioning

Classical or Pavlovian conditioning is one of the most basic types of associative learning but at the same time more fundamentals that have been investigated, serving their study as a basis to delve into the phenomenon of association. In classical conditioning it is considered that the behavior of humans and other animals is derived from learning the relationship between various stimuli.

Specifically, it is learned that two stimuli are related due to the perception that both occur contingently and closely in space and in the time, being repeatedly observed that the appearance or disappearance of a stimulus precedes or is related to the appearance or disappearance of other.

In this process, a stimulus capable of generating an unconditioned physiological response or unconditioned stimulus by itself looks 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 generate a response equal to or similar to that generated by the unconditioned stimulus, which would come to be called a response conditioned.

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

For example, imagine that they bring us our favorite dish: its appearance (unconditioned stimulus) makes us want to eat and we begin to salivate (unconditional response). Now, 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 food, which in the long run will make a stimulus that was indifferent at first (neutral stimulus) 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 generates a reaction of, in this case, salivation (response conditioned).

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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 a behavior and the consequences that it has.

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

In positive reinforcement, the behavior entails the appearance of an appetitive stimulus, while in reinforcement negative, an aversive stimulus is eliminated or no longer appears: in both cases the behavior is considered positive for the subject, which increases the probability of its appearance.

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

In addition to this, it must also be taken into account that the consequences may be present immediately or delay, something that will also alter the probability of the appearance of behaviors and that may be mediated by aspects like the manner in which the behavior was presented and the consequences or the sequencing of this behavior (For example, if there is a fixed or variable contingency between the two, or if the consequences appear every time the behavior is performed or during a specific time interval).

3. Observational learning

Another type of learning that is partially part of the association is observational learning. In this case, based on the previous conditions, an association is made between what happens to or does another person and us, being able to carry out associative learning without having to directly experience the association of stimuli.

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

Bibliographic references:

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