Imitation and Social Learning
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Iconic Representation Iconic representation generally means the representation of perceived experiences or objects through images (icons).
Cross-References ▶ Mental Imagery and Learning ▶ Pictorial Representations and Learning
ICT Education ▶ Courseware Learning
ICT Literacy ▶ General Literacy in a Digital World
Idea Generation ▶ Brainstorming and Learning
Identification Learning DAPHNE ARI-EVEN ROTH1, AVI KARNI2 1 Department of Communication Disorders, The Stanley Steyer School of Health Professions, Tel Aviv University, Tel-Hashomer, Israel 2 Department of Human Biology & The E.J. Safra Brain Research Center for the Study of Learning and Learning Disabilities, University of Haifa, Mt Carmel, Israel
Synonyms Category learning
Definition Identification learning is a form of perceptual learning that refers to the ability to improve the identification or categorization of stimuli following a learning experience. Perceptual learning is a general term that refers to the improvement in performance on a variety of sensory tasks (e.g., detection, discrimination, identification) that occurs following practice. For example, in the auditory domain, the term identification learning can refer to the practice-dependent improvement in the identification of nonnative speech contrasts, or, in the visual domain, to performance gains in the identification of letters. Identification learning is a skill (i.e., procedural knowledge) and thus is slowly acquired in an implicit manner; it requires many repetitions, multiple practice sessions, and results in long-lasting gains (Karni 1996). The increased interest in identification learning stems from the fact that it has been shown to be a robust learning phenomenon even in adults and thus represents an important model for the study of basic mechanisms of neural plasticity and memory that persist beyond childhood.
N. Seel (ed.), Encyclopedia of the Sciences of Learning, DOI 10.1007/978-1-4419-1428-6, # Springer Science+Business Media, LLC 2012
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Identification Learning
Theoretical Background Identification is related to discrimination abilities, and both processes are considered cornerstones in the ability to categorize. While discrimination is studied by examining the limits on how small a (physical) difference we can tell apart, identification is studied by examining what classes of stimuli we can reliably perceive and label (Harnad 1990). Many categories are innate; other categories are acquired through specific experience, i.e., must be learned. Reliable identification allows us to respond efficiently to novel stimuli or novel situations. Studies in animals and humans have reported improvement in identification performance following training; robust gains were found even in adulthood. An example for the acquisition of reliable categorization is the identification learning of nonnative speech contrasts. This ability has a well-defined developmental trajectory; however, in recent years an adult phase of identification learning has been added. It is known that within the
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