3. Why is associative learning important? Discuss with respect to the behavioural repertoire provided by instrumental versus associative forms of learning.

Key Points:

• Consideration that complex instances of learning shown in our everyday behaviour may well be governed by associative principles, such as those presented in this chapter, but that learning can also result from procedures in which there is no intentional pairing of two events, such as in imprinting and habituation.
• Credit should be received for discussion of the notion that there may be some kind of hierarchy of learning, whereby some forms of learning may be ‘hard wired’ as a means of ensuring survival of the organism in somewhat environmentally invariant circumstances (for example, with respect to habituation and imprinting, which to a large extent may be determined genetically), whereas other forms of learning, although genetically predisposed, are dependent on environmental contingencies (classical conditioning) and voluntary behaviour (instrumental learning).
• Extra credit should be received for a discussion of how these principles may apply across different species, and (in particular) to what extent these different forms of learning are relevant and significant for humans.