Habituation in the context of "Learning process"

Learning is the process of acquiring new understanding, knowledge, behaviors, skills, values, attitudes, and preferences. The ability to learn is possessed by humans, non-human animals, and some machines; there is also evidence for some kind of learning in certain plants. Some learning is immediate, induced by a single event (e.g. being burned by a hot stove), but much skill and knowledge accumulate from repeated experiences. 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.

Human learning starts at birth (it might even start before) and continues until death as a consequence of ongoing interactions between people and their environment. 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. with a shared interest in the topic of learning from safety events such as incidents/accidents, or in collaborative learning health systems). Research in such fields has led to the identification of various sorts of learning. 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. Learning may occur consciously or without conscious awareness. Learning that an aversive event cannot be avoided or escaped may result in a condition called learned helplessness. 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.

An ideal is a principle or value that one actively pursues as a goal, usually in the context of ethics, and one's prioritization of ideals can serve to indicate the extent of one's dedication to each. The belief in ideals is called ethical idealism, and the history of ethical idealism includes a variety of philosophers.

In some theories of applied ethics, such as that of Rushworth Kidder, there is importance given to such orders as a way to resolve disputes. In law, for instance, a judge is sometimes called on to resolve the balance between the ideal of truth, which would advise hearing out all evidence, and the ideal of fairness. Given the complexity of putting ideals into practice, and resolving conflicts between them, it is not uncommon to see them reduced to dogma. One way to avoid this, according to Bernard Crick, is to have ideals that themselves are descriptive of a process, rather than an outcome. His political virtues try to raise the practical habits useful in resolving disputes into ideals of their own. A virtue, in general, is an ideal that one can make a habit.

Child discipline is the methods used to prevent future unwanted behaviour in children. The word discipline is defined as imparting knowledge and skill, in other words, to teach. In its most general sense, discipline refers to systematic instruction given to a disciple. To discipline means to instruct a person to follow a particular code of conduct.

Discipline is used by parents to teach their children about expectations, guidelines and principles. Child discipline can involve rewards and punishments to teach self-control, increase desirable behaviors and decrease undesirable behaviors. While the purpose of child discipline is to develop and entrench desirable social habits in children, the ultimate goal is to foster particular judgement and morals so the child develops and maintains self-discipline throughout the rest of their life.

The basal ganglia (BG) or basal nuclei are a group of subcortical nuclei found in the brains of vertebrates. Positioned at the base of the forebrain and the top of the midbrain, they have strong connections with the cerebral cortex, thalamus, brainstem and other brain areas. The basal ganglia are associated with a variety of functions, including regulating voluntary motor movements, procedural learning, habit formation, conditional learning, eye movements, cognition, and emotion.

The main functional components of the basal ganglia include the striatum, consisting of both the dorsal striatum (caudate nucleus and putamen) and the ventral striatum (nucleus accumbens and olfactory tubercle), the globus pallidus, the ventral pallidum, the substantia nigra, and the subthalamic nucleus. Each of these components has complex internal anatomical and neurochemical structures. The largest component, the striatum (dorsal and ventral), receives input from various brain areas but only sends output to other components of the basal ganglia. The globus pallidus receives input from the striatum and sends inhibitory output to a number of motor-related areas. The substantia nigra is the source of the striatal input of the neurotransmitter dopamine, which plays an important role in basal ganglia function. The subthalamic nucleus mainly receives input from the striatum and cerebral cortex and projects to the globus pallidus.

Equine intelligence, long described in myths and anecdotes, has been the subject of scientific study since the early 20th century. The worldwide fascination for clever horses, such as Clever Hans, gave rise to a long-running controversy over the cognitive abilities of horses. The discovery of the Clever Hans effect, followed by the development of ethological studies, has progressively revealed a high level of social intelligence evident in horse's behavior. The scientific discipline that studies equine cognition, at the crossroads of ethology and animal psychology, is cognitive ethology.

Although the existence of consciousness among horses is yet to be proven, their remarkable memory has been recognized for centuries. Because of their wild herd lifestyle, horses also exhibit advanced cognitive abilities related to the theory of mind, enabling them to understand interactions with other individuals. They can recognize a human by their facial features, communicate with them through body language, and learn new skills by observing a person's behavior. Horses are also adept at categorizing and conceptual learning. In terms of working intelligence, horses respond well to habituation, desensitization, classical conditioning, and operant conditioning. They can also improvise and adapt to suit their rider. Understanding how horses' cognitive abilities function has practical applications in the relationship between domesticated horses and humans, particularly in areas such as training, breeding, and day-to-day management, which can ultimately improve their well-being.