Associationistic Theory of Learning

Bevon Barker

PSY 331

Instructor : Megan Mclaughlin
8-1-11
In life we are prone to experiencing different experiences; some through emotions, love and other inferences. We associate different experiences and try to form a plethora of comforts; a sense in which we can revisit to help us to assess new experiences throughout our lives. In other words, we learn from our mistakes, trials and tribulations. From a personal standpoint, I can honestly say that the association is probably the easiest way to make a decision when a new situation approaches. Realistically, association is not always the best answer however as humans, it is natural. In our readings, I find that the Associationistic Theory is the most interesting and appealing to me. The Associationistic Theory in Philosophy refers to the idea that mental processes operate by the association of one state with its successor states. (Warren 1921)
The theory was developed by Plato and Aristotle, and further developed by pioneers like John Locke, David Hume, and James Mill. In the evolution of development, Locke, Hume, Mill developed elaborate principles and its relation to neurophysiology. Their contributions have led to Psychologists tactics in describing and assessing behavior when conducting sessions. The easiest way for one to relate to a theory is applying it and associating it through one’s own experience identifying with the elements that consist of that theory. Through my experience and much research I have come to see the Associationistic theory is very much present in my life. It is exciting to see the world through your eyes and being able to make sense of our experiences and such in that regard; Well I identify with the Associationistic Theory and all of its elements are the story of my life. When looking at the Associationaistic Theory, one may find elements that they can easily identify with. One of the most known principles of associative learning is Operant Conditioning. Operant conditioning utilizes the use of consequences to modify the unwanted behavior. The easiest way to relate to this is when your parents punished you for not cleaning your room or performing well academically. The punishment usually will cause a physical or emotional consequence forcing you not to commit the infraction again. Naturally we associate the severity of the punishment to assist with the prevention of committing the infraction again. From a personal standpoint, whippings were never my forte however; I was not a stranger to them. I was able to associate the pain that was caused and distinguish right from wrong. It also instilled values that I am able to pass on to my son today. Another element of the Associatinistic Theory is Classical Conditioning. Classical Conditioning involves repeatedly paring an unconditioned with another previous neutral stimulus (Boyd 2006). One can associate Classical Conditioning with a special family event that took place. I knew when my mother was making her native dish; black pudding, which it was in preparation for Christmas. One would see the pig’s blood, rice and sausage runner’s; the ingredients which was used to make the dish. We immediately associated it with Christmas because it was the only time of year that my mother made that dish. When explaining associative learning, both of these principles are to be identified. The elements of these principles exemplify how we use association to learn and function. Whether through pain and /or observation we naturally associate an outcome for our actions. In life, associative learning can be detrimental as well as helpful. We tend to use associative learning when engaging in new interpersonal relationships. This could be harmful in that we may have reacted inappropriately to a previous experience; now seeing the same patterns of behavior, one may associate that incorrect reaction as a plausible one. I learned that seeing things for what they are and over analyzing things could be the downfall of you. We must learn to associate the right things for the right reactions. The development of Associative Learning has been honored with many contributions from prestigious theorists. In Psychology, paradigms are not uncommon but some theorists are noted for their valuable and breakthrough discoveries. Plato and Aristotle are the founding fathers of associative learning. The theory was then further developed by pioneers theorists like John Locke, David Hume, and James Mill. John Locke is amongst the most eminent. The idea of classical associationism introduced pairing stimulation with thoughts or ideas in order for animals or humans to learn from their environment. Behaviorism is the link that is needed for the association between mental states and perceptual experiences or stimulations. Behaviorism was the school of psychology that sought after explaining animal and human behavior in terms of stimulus responses from an external cause. (www.tripod.com) John Locke brought forth the notion that we humans enter the world with innate knowledge and was known for his brilliant essay that repudiated certain kinds of knowledge; the existence of God, of certain moral truths, of mathematical logic etc. Locke’s ideas were an extension of Plato’s doctrine of innate ideas. Locke argues to the contrary that an idea cannot be said to be “in the mind” until one is conscious of it. But human infants have no conception of God or of moral, logical, or mathematical truths, and to suppose that they do, despite obvious evidence to the contrary, is merely an unwarranted assumption to save a position. Furthermore, travelers to distant lands have reported encounters with people who have no conception of God and who think it morally justified eating their enemies. Such diversity of religious and moral opinion cannot not be explained by the doctrine of innate ideas but can be explained, Locke held, on his own account of the origins of ideas. (www.britannica.com)
David Hume was another essential contributor to associative learning. He emphasized Locke's notion of the compounding of simple ideas into complex ideas, developing and making more explicit the notion of association. He abolished mind as a substance and said that it is a secondary quality like matter. The mind is observable only through perception. More importantly, is the distinction he drew between two kinds of mental contents: impressions and ideas. Impressions are the basic elements of mental life. Impressions are kin to sensation and perception. Ideas are the mental experiences that we have in the absence of any stimulating element. The modern equivalent is image. Hume did not define these two concepts in psychological terms or in reference to any external stimulating object. These mental contents differ not in terms of their source or point of origin, but in terms of their relative strength and vivacity. Impressions are strong and vivid, whereas ideas are but weak copies of impressions. He proposed two theories about association: 1) resemblance or similarity, and 2) contiguity in time and place. His work fits into the categories of empiricism and associationism. He believed that just like the astronomers determine the laws of the universe through which the planets function, it is also possible to determine the laws of mental universes (www.muskingum.edu).
James Mill believed in that the mind was totally passive. He felt that the mind was a machine functioning in the same way as a clock, acting upon external stimuli. His most important work and contribution to psychology is his book, Analysis of the Phenomena of the Human Mind, written in 1829. Mill states that the mind must be studied through its reduction or analysis into elementary components. Mill believed that ideas and sensations are only certain kinds of mental processes. He felt that ideas result as a process of sensations that have occurred at the same time in a certain order. Thus, James Mill was considered a British empiricist, focusing on the primary role of sensation processes and the relationship between conscious processes and association (www.muskingum.edu). I feel that the theory of one being born with innate goodness and knowledge is something that is susceptible and accurate to state. It is absurd for one to believe that one is born evil; we learn the ways by examples from our environment and sadly people we deem as role models. As parents, shaping a child’s innate knowledge is essential in the growing years for them to develop a habit. When one learns from an experience or an example set forth, I believe it establishes one’s notion to decipher right from wrong. Furthermore, we are all born with the ability to learn right from wrong however, the people around are essential in shaping this. The process by which we acquire knowledge, skills, habits, or tendencies through experience, practice, or exercise can be attributed to learning. Learning includes associative processes such as association and conditioning. The first experiments and success with associative learning can be highlighted by Ivan Pavlov when experimenting with the salivation of the dogs through classical conditioning. Salivation is said to be an innate reflex to the presentation of food or unconditioned stimuli. Pavlov proved that the dogs could salivate merely to the sound of a buzzer or conditioned stimulus, after it was sounded in conjunction with food presentation. Learning has taken place because salivation was conditioned to a new stimulus that did not originally elicit a response. Operant conditioning can be another application of associative learning. Operant conditioning had many prestigious contributors but B.F. skinner is most noted for his progression. Operant Conditioning deals with one learning from their environment. As mentioned earlier, the aged old argument of Nature vs. Nurture. One may be familiar with the Skinner box where he places a rat in a box and when pressing a small bar it releases food. The experiment eventually shows that the rat learns how to press the bar to obtain food thus learning by example. In both types of conditioning learning takes place due to a conditioned stimulus generating a response that is not originally set forth to generate a response. It operates in the notion that if a behavior can be learned it can also be unlearned. An example of this can be seen in therapy and/or support groups for drug addiction and alcohol abuse. Essentially, people are a part of these groups to unlearn a behavior that they deemed was the appropriate for the situations in their lives. In these groups, victims are educated on the risks and the dangers of their addiction thus rehabilitating them to find alternate outlets. Victims suffer from various addictions however, in the groups they learn to associate a different outlet with the problems they may face. I work at an agency that provides this kind of support for people with addictions. I can honestly say that most of them seek personal gain while others are there by restriction. Within the groups peers are being motivated by the progression of each other therefore learning to engage in the same steps to recovery. People who had problems expressing themselves are now doing it with ease within our groups. Another example of associative learning takes place in the school environment. A student learns by receiving information and being rewarded with a grade. The grade provides the student with associative patterns of wanting to excel. This is further advocated by the parents who may additionally reward their child if they engage in academic excellence. One will learn the rewards of an education will provide better job opportunities and the support of others. Church is probably the most essential associative learning one can experience. I believe that everybody has to believe in something in order to survive in this world. In whatever religion you put your faith; it creates one to abide by certain rules and regulations to satisfy that religion. From a personal standpoint, Church has shown the errors of a lot of ways and provided an explanation on how one should live. When people start to see the rewards of tithing and obedience it motivates them to further their faith and to keep striving for perfection. In conclusion, learning is all around us. We learn from our mistakes, examples, situations, relationships etc. the most important part of learning is implementing the positive gains from our experiences. As humans, we are not perfect and make mistakes. It is imperative that learning from our mistakes can be the core definition of becoming a better human being. We must be cognitive of the lives we affect in the process of our learning for they may be influenced to learn from the example one may set forth. Learning never stops, especially when we are associating it with prior experiences that may have affected us in great way. In completing this assignment I learned a lot about myself as well as the other assignments that were designated to us. I have learned to make better efforts in being who I want to be and not being led by emotion. We tend to govern our behaviors by experiences and react in a way that may suppress temporary relief however, regret the overall outcome. Say what we mean, mean what we say; the world may just be a better place.

REFERENCES
(www.tripod.com)
(www.muskingum.edu)
(www.britannica.com)
Denise Boyd, Helen Bee (2006) Lifespan Development, Fourth Edition
Boston, Massachusetts: Allen &Bacon
Bruce N. Waller 2008 Consider Ethics; Theories, Readings, and Contemporary Issues Second Edition Pearson Longman
Olson, M.H., Hergenhahn, B.R. (2009) Introduction to Theories of Learning (8th ed.). Upper Saddle River, NJ: Pearson Prentice Hall