Simple Stimulus Paper
Simple Stimulus Learning
In the following analysis of various forms of simple stimulus learning, the concept of habituation, including many examples will be studied and explained. Three factors that affect perceptual learning will be analyzed. Those factors include presenting contrasting stimuli, transfer from easy to difficult stimuli, and attention and feedback. The following effects of stimulus exposure will be examined: Preference for familiar stimuli, priming facilitation, and potentiated startle. In conclusion, the application of simple stimulus learning to real life situations will be discussed. The Concept of Habituation
Some form of response will predictably follow a stimulus, old or new. For example, the honking of a car horn is a sound that often brings about an alarmed response from those within close range of the sound. Although it is a familiar sound, it is usually unexpected and requires individuals to investigate its origin and meaning. This is especially important because the reaction incited by a car’s honk, and its timing could be a matter of life or death.
On the other hand, individuals living in New York City are accustomed to hearing honking car horns blasting continuously, without as much as a second or two between honks. Moreover, they hear not one, but multiple numbers of cars honking at the same time, and there is rarely an emergency situation. These repeated sounds or stimuli, followed by no significant or negative consequence serves to desensitize individuals to the point that they no longer react to that specific stimulus. This process of a stimulus occurring multiple times without unpleasant results, and the outcome of no longer reacting to the stimulus are referred to as “habituation.” Habituation occurs in all levels of animal life including snails and humans. The study of this phenomenon involves researchers from a variety of fields as they attempt to discover equivalent
In the following analysis of various forms of simple stimulus learning, the concept of habituation, including many examples will be studied and explained. Three factors that affect perceptual learning will be analyzed. Those factors include presenting contrasting stimuli, transfer from easy to difficult stimuli, and attention and feedback. The following effects of stimulus exposure will be examined: Preference for familiar stimuli, priming facilitation, and potentiated startle. In conclusion, the application of simple stimulus learning to real life situations will be discussed. The Concept of Habituation
Some form of response will predictably follow a stimulus, old or new. For example, the honking of a car horn is a sound that often brings about an alarmed response from those within close range of the sound. Although it is a familiar sound, it is usually unexpected and requires individuals to investigate its origin and meaning. This is especially important because the reaction incited by a car’s honk, and its timing could be a matter of life or death.
On the other hand, individuals living in New York City are accustomed to hearing honking car horns blasting continuously, without as much as a second or two between honks. Moreover, they hear not one, but multiple numbers of cars honking at the same time, and there is rarely an emergency situation. These repeated sounds or stimuli, followed by no significant or negative consequence serves to desensitize individuals to the point that they no longer react to that specific stimulus. This process of a stimulus occurring multiple times without unpleasant results, and the outcome of no longer reacting to the stimulus are referred to as “habituation.” Habituation occurs in all levels of animal life including snails and humans. The study of this phenomenon involves researchers from a variety of fields as they attempt to discover equivalent
References: Salimpoor, V. N., Chang, C., & Menon, V. (2009). Neural basis of repetition priming during mathematical cognition: Repetition suppression or repetition enhancement? Journal of Cognitive Neuroscience, 22(4), 790-805. Terry, W. S. (2009). Learning and memory: Basic principles, processes, and procedures (4th ed.). Retrieved from The University of Phoenix eBook Collection database.