Classification of Associations

Since Aristotle the people distinguish association by similarity, contrast and contiguity.

Association by similarity is based on the fact that the associated phenomena have some common features. It represents a result of generalization of the conditioned connection in which similar stimuli evoke similar reactions (for example, excitement of synonymic series with actualization of one of the synonyms: woe – unhappiness, sorrow, grief, sadness, and so on).

Close to the association by similarity is association by contrast, the origin of which is explained by the presence in phenomena of opposite features. The physiological nature of the association by contrast is in the "mutual induction of neural processes when strong stimuli ... cause great excitement in the beginning, and then successive inhibition in the same regions of the cerebral cortex. As a result, in the future one of the contrasting stimuli can cause immediately after it something that was caused before by another stimulus (contrast with given one)" (for example, the phenomenon of antonyms: grief – joy, happiness – unhappiness, and so on).

Association by contiguity comes into existence when events are situated close together in time or space. Currently, the three mentioned types of associations are classified as simple or mechanical. Along with them, more complex semantic association is distinguished. This is, in particular, the association reflecting generic and cause-and-effect relationship between the objects of the world (for example, a flower – a rose, a disease – death, and so on).

The Role of Associations

Since the associations reflect some significant relations between objects and phenomena of the real world, and thus between the concepts, it is reasonable to conclude that they play an important role in the structure of the lexical system of the language. This was pointed out as long ago as by N.V. Krushevskiy: “Every word is linked to other words by ties of association by similarity; this similarity will not be only external, i.e. sound or structural, morphological, but also internal, semasiological. Or in other words: every word is capable, due to a special mental law, to bring in our mind other words with which it is similar, and is excited by these words ...”

2. The concept of Associative Thinking

Associative learning is a theory that states that ideas reinforce each other and can be linked to one another. This lesson will explain the theory of associative learning as well as provide some practical, real-life examples of this type of learning.

Associative Learning

Sit back and close your eyes. Relax yourself and get ready to recall some really specific details. Imagine your mother's left eyebrow. Not her right eyebrow. Not her eyes. Her right eyebrow. Hard, isn't it? When you try to envision your mother's eyebrow, you see her eyes, cheeks, forehead, nose, chin -- her whole face! Why is it so difficult to recall just her eyebrow?

Associative memory is a learning principle that states that ideas and experiences reinforce each other and can be mentally linked to one another. In a nutshell, it means our brains were not designed to recall information in isolation; instead, we group information together into one associative memory. That's why it is difficult to recall just one eyebrow without seeing the whole face.

Associative learning can be a powerful classroom management and teaching tool and has many uses in the classroom. It can be used to help students connect with information more deeply and recall that information with greater accuracy.