![]() Play has been approached by several theorists as a form of learning. There is evidence for human behavioral learning prenatally, in which habituation has been observed as early as 32 weeks into gestation, indicating that the central nervous system is sufficiently developed and primed for learning and memory to occur very early on in development. Learning that an aversive event cannot be avoided or escaped may result in a condition called learned helplessness. Learning may occur consciously or without conscious awareness. For example, learning may occur as a result of habituation, or classical conditioning, operant conditioning or as a result of more complex activities such as play, seen only in relatively intelligent animals. Research in such fields has led to the identification of various sorts of learning. with a shared interest in the topic of learning from safety events such as incidents/accidents, or in collaborative learning health systems ). The nature and processes involved in learning are studied in many established fields (including educational psychology, neuropsychology, experimental psychology, cognitive sciences, and pedagogy), as well as emerging fields of knowledge (e.g. ) and continues until death as a consequence of ongoing interactions between people and their environment. Human learning starts at birth (it might even start before in terms of an embryo's need for both interaction with, and freedom within its environment within the womb. The changes induced by learning often last a lifetime, and it is hard to distinguish learned material that seems to be "lost" from that which cannot be retrieved. being burned by a hot stove), but much skill and knowledge accumulate from repeated experiences. Some learning is immediate, induced by a single event (e.g. The ability to learn is possessed by humans, animals, and some machines there is also evidence for some kind of learning in certain plants. ![]() © 2022 Massachusetts Institute of Technology.Learning is the process of acquiring new understanding, knowledge, behaviors, skills, values, attitudes, and preferences. The early N1-P2 change, found only for generalized learning, is consistent with an active processing account of speech perception, which proposes that the ability to rapidly adjust to the specific vocal characteristics of a new talker (for which rote learning is rare) relies on attentional mechanisms to selectively modify early auditory processing sensitivity. Generalized learning was marked by an amplitude reduction in the N1-P2 complex and by the presence of a late negativity wave in the auditory evoked potential following training rote learning was marked only by temporally later scalp topography differences. Analysis of long-latency auditory evoked potentials at pretest and posttest revealed that rote and generalized learning both produced rapid changes in auditory processing, yet the nature of these changes differed. Using a pretest-posttest design with EEG, participants were trained using either (1) a large inventory of words where no words were repeated across the experiment (generalized learning) or (2) a small inventory of words where words were repeated (rote learning). Here, we examine differences in neural responses to generalized versus rote learning in auditory cortical processing by training listeners to understand a novel synthetic talker. Indeed, behavioral research has demonstrated that listeners are able via a process of generalized learning to leverage their experiences of past words said by difficult-to-understand talker to improve their understanding for new words said by that talker. The ability to generalize across specific experiences is vital for the recognition of new patterns, especially in speech perception considering acoustic-phonetic pattern variability. ![]()
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