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

Integration of Synaptic Events01:28

Integration of Synaptic Events

Synaptic integration mainly includes the summation of graded potentials. Graded potentials, regardless of their type, cause subtle alterations in membrane voltage, resulting in either depolarization or hyperpolarization. These incremental changes, when combined or summed, can propel the neuron toward its threshold. Consider, for example, a membrane experiencing a +15 mV shift, causing it to depolarize from -70 mV to -55 mV. In this scenario, graded potentials govern the membrane's ability to...
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...
Information Processing Approach01:30

Information Processing Approach

The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is also...
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...
Encoding01:19

Encoding

Information enters the brain through encoding, which is the input of information into the memory system. Once sensory information is received from the environment, the brain labels or codes it. The information is then organized with similar information and connected to existing concepts. Encoding occurs through automatic processing and effortful processing.
Automatic processing involves the encoding of details like time, space, frequency, and the meaning of words, usually done without conscious...
Parallel Processing01:20

Parallel Processing

The brain processes sensory information rapidly due to parallel processing, which involves sending data across multiple neural pathways at the same time. This method allows the brain to manage various sensory qualities, such as shapes, colors, movements, and locations, all concurrently. For instance, when observing a forest landscape, the brain simultaneously processes the movement of leaves, the shapes of trees, the depth between them, and the various shades of green. This enables a quick and...

You might also read

Related Articles

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

Sort by
Same author

Sense of agency and decision making.

Frontiers in psychology·2026
Same author

Sense of agency and addiction.

Frontiers in psychology·2026
Same author

Is there a criterion in criterial learning? Insights from studying feedback delays.

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

Context modulates brain state dynamics and behavioral responses during narrative comprehension.

Imaging neuroscience (Cambridge, Mass.)·2026
Same author

Context modulates brain state dynamics and behavioral responses during narrative comprehension.

bioRxiv : the preprint server for biology·2025
Same author

Just do it: A neuropsychological theory of agency, cognition, mood, and dopamine.

Journal of experimental psychology. General·2024
Same journal

Double dissociation in the involvement of noradrenergic and endocannabinoid systems in classical and higher-order conditioning in newborn rabbits.

Neurobiology of learning and memory·2026
Same journal

An occasion for reflection: Pavlovian modulation of conditioned responding by interoceptive drug stimuli.

Neurobiology of learning and memory·2026
Same journal

Chemogenetic disruption of the hippocampus impairs gustatory preconditioning in rats.

Neurobiology of learning and memory·2026
Same journal

Corrigendum to "Dynamic regulation of neuronal vault trafficking and RNA cargo by the noncoding RNA, Vaultrc5" [Neurobiol. Learn. Memory 225 (2026) 108161].

Neurobiology of learning and memory·2026
Same journal

Modeling the coexistence of NMDAR-dependent LTP and LTD mediated by changes in AMPAR conductance.

Neurobiology of learning and memory·2026
Same journal

No evidence for a protein-synthesis-dependent form of long-term fear memory: Translational inhibition and neural inactivation disrupt short- and long-term memory measures to the same degree.

Neurobiology of learning and memory·2026
See all related articles

Related Experiment Video

Updated: Jul 4, 2026

Creating Objects and Object Categories for Studying Perception and Perceptual Learning
14:38

Creating Objects and Object Categories for Studying Perception and Perceptual Learning

Published on: November 2, 2012

Response processes in information-integration category learning.

Brian J Spiering1, F Gregory Ashby

  • 1Department of Psychology, University of California, 551 University Road, Santa Barbara, CA 93106, USA.

Neurobiology of Learning and Memory
|June 14, 2008
PubMed
Summary
This summary is machine-generated.

Human category learning relies on multiple systems, including procedural learning in the basal ganglia. This study shows that consistent response locations are not essential for information-integration category learning.

More Related Videos

Perceptual and Category Processing of the Uncanny Valley Hypothesis' Dimension of Human Likeness: Some Methodological Issues
07:34

Perceptual and Category Processing of the Uncanny Valley Hypothesis' Dimension of Human Likeness: Some Methodological Issues

Published on: June 3, 2013

Related Experiment Videos

Last Updated: Jul 4, 2026

Creating Objects and Object Categories for Studying Perception and Perceptual Learning
14:38

Creating Objects and Object Categories for Studying Perception and Perceptual Learning

Published on: November 2, 2012

Perceptual and Category Processing of the Uncanny Valley Hypothesis' Dimension of Human Likeness: Some Methodological Issues
07:34

Perceptual and Category Processing of the Uncanny Valley Hypothesis' Dimension of Human Likeness: Some Methodological Issues

Published on: June 3, 2013

Area of Science:

  • Cognitive Neuroscience
  • Neurobiology of Learning
  • Human Category Learning

Background:

  • Human category learning involves multiple interacting systems.
  • Procedural learning, associated with the basal ganglia, is implicated in certain category learning tasks.
  • Information-integration categorization tasks are believed to heavily engage procedural learning systems.

Purpose of the Study:

  • To investigate whether consistent response locations are a necessary component of information-integration category learning.
  • To test the hypothesis that response positions are learned in information-integration tasks.
  • To explore the neurobiological underpinnings of information-integration category learning.

Main Methods:

  • Two experiments were conducted to assess information-integration category learning under varying response location conditions.
  • Experiment 1 manipulated the spatial consistency of response locations.
  • Experiment 2 examined learning when category membership was signaled by Yes/No responses without consistent spatial cues.

Main Results:

  • Information-integration category learning was slowed, but not disrupted, when response locations varied randomly.
  • Learning was impaired when category labels lacked consistent spatial locations and responses were Yes/No.
  • A consistent association between a category and a response feature was sufficient for learning.

Conclusions:

  • Consistent response locations are not required for information-integration category learning.
  • The findings suggest flexibility in the procedural learning system for category acquisition.
  • These results have implications for understanding the neurobiology of information-integration category learning.