Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Higher Mental Functions of Brain: Learning and Memory01:26

Higher Mental Functions of Brain: Learning and Memory

Memory is one of the most vital higher mental functions of the brain. Memory is closely related to learning because it enables us to retain information and experiences from our past to use them in our present life. It also helps us to remember facts, events, and skills, such as riding a bike or swimming. There are two types of memory — declarative memory, which involves memorizing facts or events, and procedural memory, which enables us to remember how to do something like writing or playing an...
Retrieval01:12

Retrieval

Retrieval is the process of getting information out of memory storage and back into conscious awareness. This ability is essential for daily tasks like brushing hair and teeth, driving to work, and performing job duties. Retrieval occurs in three ways: recall, recognition, and relearning.
Recall involves accessing information without cues, such as during an essay test, where individuals must retrieve facts and concepts from memory unaided. Another example is remembering the name of a colleague...
Implicit Memories01:24

Implicit Memories

Implicit memories, also known as non-declarative memories, are long-term memories that function outside of conscious awareness. These memories influence behavior and skills without explicit knowledge. This type of memory is evident in tasks like playing tennis, snowboarding, and texting. Implicit memory has three subsystems: procedural memory, conditioning, and priming. This type of memory is essential in various activities, from everyday tasks to specialized skills.
One key aspect of implicit...
Associative Learning01:27

Associative Learning

Associative learning is a fundamental concept in behavioral psychology, wherein a connection is established between two stimuli or events, leading to a learned response. This process is critical in understanding how behaviors are acquired and modified. Conditioning, the mechanism through which associations are formed, can be divided into two main types: classical conditioning and operant conditioning, each elucidating different aspects of associative learning.
Classical conditioning, also known...
Impact of Schemas01:30

Impact of Schemas

Schemas are cognitive structures that provide a framework for interpreting and organizing social information. They help individuals navigate complex environments by offering expectations about people, events, and behaviors. Schemas influence attention, encoding, and retrieval processes, thereby shaping the entire trajectory of information processing in social contexts.Attention and Cognitive LoadDuring initial attention, schemas function as filters that prioritize schema-consistent information,...
Interference and Decay01:16

Interference and Decay

Forgetting is a complex cognitive phenomenon influenced by several factors, among which interference and decay are particularly prominent. These processes explain why individuals often struggle to retrieve specific information from memory, leading to lapses in recall that can be observed in everyday situations.
Interference occurs when competing memories hinder the retrieval of particular information. It can be classified into two types: proactive and retroactive interference. Proactive...

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Heterogeneity of patient preferences for long-acting HIV treatment among people with HIV in Kenya.

BMC infectious diseases·2026
Same author

Sexual Behaviors and Psychosocial Health Among Men Who Have Sex with Men with and without Female Partners in Kenya: Baseline Findings from the Tatu Pamoja Study.

Journal of sex research·2026
Same author

Patient preferences for long-acting antiretroviral treatment among people with HIV in Kenya: a discrete choice experiment.

BMC infectious diseases·2026
Same author

Development of a Social Media Campaign to Support HIV Prevention and Care Among Transgender Latina Women: Community-Engaged Mixed Methods Feasibility Pilot Study.

JMIR formative research·2026
Same author

Adaptation of an Evidence-based HIV Prevention Intervention to Address the Needs of Transgender Latina Women.

Transgender health·2026
Same author

Reconstruction of temporal and spatial order information.

Journal of experimental psychology. Learning, memory, and cognition·2026

Related Experiment Video

Updated: Jul 19, 2026

Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques
08:05

Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques

Published on: June 30, 2020

Strategy shifts in classification skill acquisition: does memory retrieval dominate rule use?

Lyle E Bourne1, Alice F Healy, James A Kole

  • 1Department of Psychology, University of Colorado, Boulder, CO 80309-0345, USA. lbourne@psych.colorado.edu

Memory & Cognition
|October 27, 2006
PubMed
Summary

People use rule-based and memory-based strategies for classification tasks. Strategy choice depends on task difficulty and cue importance, with rules showing better long-term retention for improved performance.

More Related Videos

The Double-H Maze: A Robust Behavioral Test for Learning and Memory in Rodents
09:01

The Double-H Maze: A Robust Behavioral Test for Learning and Memory in Rodents

Published on: July 8, 2015

The (Spatial) Memory Game: Testing the Relationship Between Spatial Language, Object Knowledge, and Spatial Cognition
05:15

The (Spatial) Memory Game: Testing the Relationship Between Spatial Language, Object Knowledge, and Spatial Cognition

Published on: February 19, 2018

Related Experiment Videos

Last Updated: Jul 19, 2026

Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques
08:05

Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques

Published on: June 30, 2020

The Double-H Maze: A Robust Behavioral Test for Learning and Memory in Rodents
09:01

The Double-H Maze: A Robust Behavioral Test for Learning and Memory in Rodents

Published on: July 8, 2015

The (Spatial) Memory Game: Testing the Relationship Between Spatial Language, Object Knowledge, and Spatial Cognition
05:15

The (Spatial) Memory Game: Testing the Relationship Between Spatial Language, Object Knowledge, and Spatial Cognition

Published on: February 19, 2018

Area of Science:

  • Cognitive psychology
  • Decision-making processes
  • Learning and memory

Background:

  • Human decision-making involves distinct cognitive strategies.
  • Understanding strategy selection and transitions is key to learning.
  • Binary classification tasks offer a controlled environment to study these processes.

Purpose of the Study:

  • To investigate rule-based versus memory-based strategies in binary classification.
  • To examine how strategy transitions occur within a single task.
  • To determine factors influencing strategy dominance and retention.

Main Methods:

  • Two experiments were conducted using a binary classification task.
  • Participants employed either rule-based or memory-based strategies.
  • Strategy use, accuracy, and response times were tracked over practice trials and a retention interval.

Main Results:

  • Task difficulty and cue salience influenced strategy dominance.
  • Accuracy improved and response times decreased with the dominant strategy.
  • Rule retention surpassed memory retention, even for participants preferring memory-based strategies.

Conclusions:

  • Strategy selection is adaptive, influenced by task characteristics.
  • Rule-based strategies demonstrate superior long-term retention.
  • Cognitive tasks afford shifts between rule- and memory-based processes, impacting learning and performance.