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

Real-World Application of Classical Conditioning01:15

Real-World Application of Classical Conditioning

Classical conditioning not only includes the initial pairing of stimuli but also extends to more complex forms, such as higher-order conditioning. Higher-order conditioning involves creating associations beyond the primary conditioned stimulus, resulting in a chain of conditioned responses.
Higher-order, or second-order, conditioning occurs when a neutral stimulus becomes associated with an already established conditioned stimulus through repeated pairings. For instance, if a dog has been...
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...
Cognitive Learning01:21

Cognitive Learning

Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
Tolman introduced the idea that behavior is influenced by...
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...
Purposive Learning01:22

Purposive Learning

E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a bonus...
Generalization, Discrimination, and Extinction01:24

Generalization, Discrimination, and Extinction

Generalization, discrimination, and extinction are key concepts in operant conditioning that influence how behaviors are learned and maintained.
Generalization occurs when a behavior reinforced in one context is performed in similar situations. For instance, a student who studies diligently for calculus and receives excellent grades might apply the same study habits to psychology and history, expecting similar results. Generalization shows how learning in one setting can influence behavior in...

You might also read

Related Articles

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

Sort by
Same author

Does Overconfidence Really Confer Adaptive Benefits to Children's Learning?

Psychological science·2026
Same author

Nothing to see here: The weak evidence base for unconscious control of human behavior.

The Behavioral and brain sciences·2026
Same author

Investigating the analytical robustness of the social and behavioural sciences.

Nature·2026
Same author

Replicating the unconscious working memory effect: a multisite Registered Report.

Neuroscience of consciousness·2026
Same author

Good Learners Are Poor Monitors: A Negative Relation Between Learning Ability and Monitoring Accuracy.

Psychological science·2025
Same author

Studying unconscious processing: Contention and consensus.

The Behavioral and brain sciences·2025

Related Experiment Video

Updated: Jul 17, 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

Attention modulates the learning of multiple contingencies.

Lee A Rowland1, David R Shanks

  • 1Department of Experimental Psychology, University of Oxford, South Parks Road, Oxford OX1 3UD, England. lee.rowland@psy.ox.ac.uk

Psychonomic Bulletin & Review
|January 5, 2007
PubMed
Summary

Human implicit learning can acquire multiple independent sequences simultaneously. However, this simultaneous learning is limited by attentional resources, especially under high perceptual load conditions.

More Related Videos

Using Rapid Serial Visual Presentation to Measure Set-Specific Capture, a Consequence of Distraction While Multitasking
05:58

Using Rapid Serial Visual Presentation to Measure Set-Specific Capture, a Consequence of Distraction While Multitasking

Published on: August 29, 2018

Investigating the Neural Mechanisms of Aware and Unaware Fear Memory with fMRI
12:51

Investigating the Neural Mechanisms of Aware and Unaware Fear Memory with fMRI

Published on: October 6, 2011

Related Experiment Videos

Last Updated: Jul 17, 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

Using Rapid Serial Visual Presentation to Measure Set-Specific Capture, a Consequence of Distraction While Multitasking
05:58

Using Rapid Serial Visual Presentation to Measure Set-Specific Capture, a Consequence of Distraction While Multitasking

Published on: August 29, 2018

Investigating the Neural Mechanisms of Aware and Unaware Fear Memory with fMRI
12:51

Investigating the Neural Mechanisms of Aware and Unaware Fear Memory with fMRI

Published on: October 6, 2011

Area of Science:

  • Cognitive Psychology
  • Neuroscience
  • Human Learning

Background:

  • Implicit learning allows acquiring information without conscious awareness.
  • The capacity for simultaneous implicit learning of multiple sequences is not well understood.
  • Attention's role in complex implicit learning remains a key research question.

Purpose of the Study:

  • To investigate if humans can implicitly learn multiple independent sequences at once.
  • To determine the influence of attentional load on simultaneous implicit learning.
  • To explore the attentional limitations of human implicit learning.

Main Methods:

  • A novel serial reaction time task was developed.
  • Participants completed 4,800 target localization trials with probabilistic sequences.
  • Perceptual load of a primary task was manipulated (low vs. high).
  • Learning of a primary and an independent secondary sequence was assessed.

Main Results:

  • Simultaneous learning of both primary and secondary sequences occurred under low perceptual load.
  • Learning of the secondary sequence was eliminated under high perceptual load.
  • Findings indicate attentional limitations on learning multiple contingencies.

Conclusions:

  • Human implicit learning can support the simultaneous acquisition of multiple independent sequences.
  • Attentional capacity is a critical factor limiting the extent of simultaneous implicit learning.
  • Task demands, specifically perceptual load, significantly modulate the ability to learn multiple contingencies concurrently.