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 Experiment Videos

Secondary-task effects on classification learning.

Karin Foerde1, Russell A Poldrack, Barbara J Knowlton

  • 1Department of Psychology, University of California, Los Angeles, California 90095-1563, USA. kfoerde@ucla.edu

Memory & Cognition
|October 4, 2007
PubMed
Summary
This summary is machine-generated.

Related Concept Videos

You might also read

Related Articles

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

Sort by
Same author

Functional brain organization is stable within individuals across years.

bioRxiv : the preprint server for biology·2026
Same author

Efficient Deep Learning Models for Predicting Individualized Task Activation From Resting-State Functional Connectivity.

Human brain mapping·2026
Same author

Different brain regions support deliberation during food choice in disordered and healthy eating.

The Journal of neuroscience : the official journal of the Society for Neuroscience·2026
Same author

Refining RDoC Using Individual-Level Task fMRI Factor Models Reveals Reproducible and Clinically Relevant Brain-Wide Motifs.

bioRxiv : the preprint server for biology·2026
Same author

Building an open ecosystem for molecular neuroimaging: standards and tools from the OpenNeuroPET initiative.

bioRxiv : the preprint server for biology·2026
Same author

Quality assessment and control of unprocessed anatomical, functional and diffusion MRI of the human brain using MRIQC.

Nature protocols·2026
Same journal

Limited protective effects of multilingualism against age-related cognitive decline.

Memory & cognition·2026
Same journal

Validation of illustrated texts: Can pictures raise awareness of inconsistencies?

Memory & cognition·2026
Same journal

4I remember (and forget) your happy smiling face: Directed forgetting of emotionally expressive faces of in-group and out-group members.

Memory & cognition·2026
Same journal

Identity in the spotlight: Matching faces without overlapping features.

Memory & cognition·2026
Same journal

Test delay and change awareness moderate retroactive and proactive memory effects.

Memory & cognition·2026
Same journal

The Deese/Roediger-McDermott (DRM) illusion in short-term memory: Opposite effects of retention interval on true and false recognition.

Memory & cognition·2026
See all related articles

Forming implicit knowledge in probabilistic classification learning is attention-dependent, but explicit knowledge acquisition is not. Concurrent tasks impact performance differently than learning.

Area of Science:

  • Cognitive Psychology
  • Neuroscience
  • Machine Learning

Background:

  • Probabilistic classification learning (PCT) relies on implicit knowledge of cue-response associations.
  • The role of attention in forming these implicit associations is not fully understood.

Purpose of the Study:

  • To investigate whether attention is necessary for forming implicit knowledge in PCT.
  • To differentiate the effects of attention on implicit versus explicit knowledge acquisition.

Main Methods:

  • Participants performed a probabilistic classification task (PCT) while concurrently performing a secondary task.
  • Learning and performance were assessed under single-task and dual-task conditions.

Main Results:

Related Experiment Videos

  • Concurrent task performance significantly interfered with overall PCT performance.
  • However, concurrent task performance did not prevent implicit learning from occurring.
  • Acquisition of explicit knowledge about cue-outcome associations was disrupted by the secondary task.

    • Conclusions:

    • Concurrent task performance differentially affects implicit and explicit knowledge acquisition within PCT.
    • Attention is crucial for explicit knowledge but not necessarily for implicit learning in this task.
    • Distinguishing between learning and performance is essential when assessing cognitive tasks.