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Related Concept Videos

Obsessive-Compulsive Disorder01:28

Obsessive-Compulsive Disorder

Obsessive-compulsive disorder (OCD) is a mental health condition characterized by recurrent obsessions, compulsions, or both, which consume significant time and interfere with daily functioning. Obsessions involve persistent, intrusive, and unwanted thoughts, images, or urges that evoke anxiety. Common examples include irrational fears of contamination or harm. Compulsions are repetitive behaviors or mental acts performed to reduce the anxiety caused by obsessions. For instance, individuals...
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...
Observational Learning01:12

Observational Learning

Albert Bandura's observational learning, also known as imitation or modeling, occurs when a person observes and imitates another's behavior. It is a quicker process than operant conditioning. A well-known example is the Bobo doll study, where children who saw an adult acting aggressively towards the doll were more likely to act aggressively when left alone, compared to those who observed a nonaggressive adult. Many psychologists view observational learning as a form of latent learning because...
Operant Conditioning Intervention01:24

Operant Conditioning Intervention

Operant conditioning serves as a foundational principle in therapeutic interventions aimed at modifying maladaptive behaviors. Central to this approach is the notion that behaviors, both adaptive and maladaptive, are learned through reinforcement. By analyzing the environmental factors that reinforce problematic behaviors, clinicians can design interventions to weaken these reinforcements and replace maladaptive behaviors with healthier alternatives.
In operant conditioning, behaviors that are...
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...
Steps in the Modeling Process01:14

Steps in the Modeling Process

Albert Bandura's theory of observational learning identifies four critical processes: attention, retention, motor reproduction, and reinforcement or motivation.
Attention is the first necessary component for observational learning. It involves focusing on what the model is doing and saying. For example, if you decide to take a drawing class to enhance your skills, you need to pay close attention to the instructor's words and hand movements. The characteristics of the model significantly...

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Related Experiment Video

Updated: Jul 10, 2026

Exploring the Neural Correlates of Cognitive Reappraisal in Obsessive-Compulsive Disorder Using Task-based Functional Magnetic Resonance Imaging
09:14

Exploring the Neural Correlates of Cognitive Reappraisal in Obsessive-Compulsive Disorder Using Task-based Functional Magnetic Resonance Imaging

Published on: March 14, 2025

Implicit learning, thought-focused attention and obsessive-compulsive disorder: a replication and extension.

Bari L Goldman1, Erin D Martin, John E Calamari

  • 1Department of Psychology, Rosalind Franklin University of Medicine and Science, North Chicago, IL 60064, USA.

Behaviour Research and Therapy
|November 9, 2007
PubMed
Summary

Obsessive-compulsive disorder (OCD) patients showed impaired procedural learning but better pattern awareness on tasks. Cognitive self-consciousness (CSC) scores correlated with performance, suggesting links between cognitive and neurobiological models.

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Exploring the Neural Correlates of Cognitive Reappraisal in Obsessive-Compulsive Disorder Using Task-based Functional Magnetic Resonance Imaging
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Area of Science:

  • Neuroscience
  • Cognitive Psychology
  • Psychiatry

Background:

  • Existing cognitive and neurobiological models for obsessive-compulsive disorder (OCD) lack integration.
  • Information processing tasks may serve as markers for OCD-related neuropathology.

Purpose of the Study:

  • To link cognitive and neurobiological models of OCD.
  • To examine relationships between information processing task performance and cognitive self-consciousness (CSC).

Main Methods:

  • Obsessive-compulsive disorder (OCD) patients and anxious controls completed the Serial Reaction Time (SRT) Task.
  • Participants' awareness of the SRT task's embedded stimulus pattern was assessed.
  • Cognitive self-consciousness (CSC) was measured via self-report.

Main Results:

  • OCD patients exhibited impaired implicit procedural learning on the SRT Task compared to controls.
  • OCD patients demonstrated superior awareness of the SRT task's pattern.
  • CSC scores modestly correlated with performance on both tasks.
  • A hoarding subgroup showed greater procedural learning impairment.

Conclusions:

  • Findings suggest a dissociation between procedural learning and pattern awareness in OCD.
  • Cognitive self-consciousness may mediate information processing differences in OCD.
  • Results offer implications for refining OCD theories and treatments.