Habituation Is a Form of Simple Learning - Research Paper Example

? Simple Stimulus Learning of Simple Stimulus Learning Introduction Habituation is a form of simple learning in which behavior stops or decreases as a result of repeated exposure to specific stimulus. This form of simple stimulus learning can occur within any level of the nervous system. Perpetual learning on the other hand is involves acquisition of skills and abilities which last for a lifetime and often employs high cognitive processes. This research paper presents a detailed explanation of habituation and factors which affect perpetual learning. The effects of exposure to stimuli and real life applications of simple stimulus learning are also described within this paper. Habituation Habituation is a term used to refer to a type or form of simple learning in which behavior that is exhibited decreases as a result of exposure to specific stimulus (Schwarb & Schumacher, 2010, p. 678). The significant aspect of this form of learning is the fact that a repeated approach of exposure to an elicited stimulus is used to change behavior. The change of behavior as a whole is therefore achieved through the process of habituation (Huang & Watanabe, 2012, p. 5). In animal experiments, response within behavior ceases after prolonged or specific period of being exposed to a given stimulus (Becker, Kleinbohl, Baus & Holzl, 2011, p. 1410). Such experiments further reveal that habituation occurs at different levels within the nervous system (Schwarb & Schumacher, 2010, p. 677). During habituation, the sensory system may stop demonstrating the habitual response within a behavior and instead send signals to the brain that are related to the repeated stimulus (Becker, Kleinbohl, Baus & Holzl, 2011, p. 1408). A good example of sensory habituation is a situation where exposure to a certain strong odor is stopped for a long time leading to a decreased response to this odor (Huang & Watanabe, 2012, p. 2). Habituation which occurs at brain level is that which is characterized by strong stimuli. During this form of habituation, the stimulus does not stop being perceived (Schwarb & Schumacher, 2010, p. 671). What happens in this case attention is not paid any longer to this stimulus. It is notable therefore that habituation represents one of the simplest approaches through which change of behavior is achieved. Factors Affecting Perpetual Learning Perpetual learning is a higher level of attaining cognitive abilities through improvement of perception (Becker, Kleinbohl, Baus & Holzl, 2011, p. 1409). Perpetual learning involves more complex processes of cognition (Becker, Kleinbohl, Baus & Holzl, 2011 Becker, Kleinbohl, Baus & Holzl, 2011, p. 1415). Nonetheless perpetual learning begins with simple and ordinary discrimination of sensory stimuli. Simple forms of perpetual learning can be illustrated by music students who are taught to distinguish between two or more tones. This form of learning is however not simple in the literal sense because high cognitive skills and abilities are involved. More complex forms of perpetual learning can be illustrated by attainment of spatial and language skills such as reading. Because of the complexities related to perpetual learning, there are factors which affect the ability success with which the learning process is achieved. The presentation of negative and positive stimuli or instances is an important factor in perpetual learning because it defines the level of understanding within the learner (Schwarb & Schumacher, 2010, p. 675). Moreover, the general understanding of various stimuli plays a role in determining the success of perpetual learning. The duration of learning affects the level into which skills and abilities are attained during perpetual learning processes (Huang & Watanabe, 2012, p. 4). This is due to the fact that perpetual learning is achieved through repeated exposure to the learning stimulus. Therefore long the exposure to the repeated the stimulus reflects that perpetual learning is likely to achieve long life acquisition of skills (Becker, Kleinbohl, Baus & Holzl, 2011, p. 1417). Factors within the learner such as the ability to discriminate between two or more stimuli determine the effectiveness of perpetual learning. It is argued that attention plays a major role in determining the effectiveness of perpetual learning (Schwarb & Schumacher, 2010, p. 679). It is in this regard that learners who pay more attention to detail are able to acquire higher level skills during processes of perpetual learning. Because neural circuitry is involved in perpetual learning, this form of acquiring skills lasts for a life time (Huang & Watanabe, 2012, p. 3). Therefore cognitive processes such as complex motion and language are achieved through the process of perpetual learning. Effects of Stimulus Exposure Habituation is one of the commonest effects in exposure to stimuli (Becker, Kleinbohl, Baus & Holzl, 2011, p. 1415). Nonetheless, it is important to note that habituation is not solely a product of stimulus exposure. Mere exposure effect is another result of stimulus exposure. This is the positive or negative effects which emanate from exposure to a stimulus for a specific period of time. Negative effects such as neophobia would result when there is an initial exposure to a stimulus that is unfamiliar (Huang & Watanabe, 2012, p. 5). This is illustrates by the effects of unfamiliar foods or tastes which causes phobia to these stimuli. Priming is an effect of stimulus exposure within a single presentation which latter causes larger effects with increased number of presentation of the stimulus (Becker, Kleinbohl, Baus & Holzl, 2011, p. 1409). Moreover stimulus exposure would cause a startle effect (Becker, Kleinbohl, Baus & Holzl, 2011, p. 1417). This is usually the case when the startle reaction is magnified through the combination of startling stimulus with a certain arousal state (Schwarb & Schumacher, 2010, p. 677). Applications Many real life situations illustrate simple stimulus learning in its forms such as habituation. For example in the treatment of phobias and anxiety simple stimulus learning is effectively applicable (Becker, Kleinbohl, Baus & Holzl, 2011, p. 1415). In this form of treatment habituation is employed in which therapists use emotional flooding to treat phobias and anxieties (Huang & Watanabe, 2012, p. 3). This is a case where the feared stimulus is exposed to the affected individual in a controlled manner to stop the phobia. Other forms of stimulus exposure such as virtual reality are deployed by therapists with the intent of allowing affected people to overcome their anxieties and phobias. Nonetheless it is notable that these procedures are used to reduce the negative behaviors but total remission is difficult to achieve (Schwarb & Schumacher, 2010, p. 673). Another illustration of simple stimulus learning is its practical application within classrooms. This includes presenting educational material in repeated ways to allow student’s negative perceptions about a specific discipline such as mathematics and learning a second language to diminish. As a result, these learners are motivated to acquire educational skills in mathematics, science and language. Simple stimulus learning has specifically proved important in teaching mentally challenged learners. Conclusion In the light of the above discussions and illustrations, it is apparent that simple stimulus learning is very significant as demonstrated by its real life applications. It is through habituation that behavior is stopped or decreased and this occurs as a result of continuous exposure to a specific stimulus. The presentation of both positive and negative instances, discrimination of stimuli and their understanding include the factors which affect perpetual learning. Habituation is a common effect of exposure to stimulus. Other effects of stimulus exposure include startle, exposure effect and priming. References Becker, S., Kleinbohl, D., Baus, D., & Holzl, R. (2011). Operant learning of perceptual sensitization and habituation is impaired in fibromyalgia patients with and without irritable bowel syndrome. Pain (03043959), 152(6), 1408-1417 Huang, T., & Watanabe, T. (2012). Task Attention Facilitates Learning of Task-Irrelevant Stimuli. Plos ONE, 7(4), 1-5. Schwarb, H., & Schumacher, E. H. (2010). Implicit sequence learning is represented by stimulus-response rules. Memory & Cognition (Pre-2011), 38(6), 677-688 Read More