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

Hindsight Biases01:12

Hindsight Biases

Hindsight bias leads you to believe that the event you just experienced was predictable, even though it really wasn’t. In other words, you knew all along that things would turn out the way they did. Can you relate this to the phrase "Hindsight is 20/20" now?
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...
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...
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...
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...
Behaviorism01:28

Behaviorism

The field of behaviorism was pioneered by figures such as Ivan Pavlov, John B. Watson, and B.F. Skinner fundamentally shifted the focus of psychology to the observable and controllable aspects of human and animal behavior. This shift marked a critical evolution in the discipline, emphasizing scientific rigor and experimental methodology.
The core premise of behaviorism is its focus on observable behavior rather than internal thoughts or feelings. This approach argues that true scientific...

You might also read

Related Articles

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

Sort by
Same author

[Is superstitious behavior more easily acquired by negative reinforcement schedules than positive reinforcement schedules? Examinations of the polarity and the duration of a consequence].

Shinrigaku kenkyu : The Japanese journal of psychology·2014
Same author

The effects of prompting and reinforcement on safe behavior of bicycle and motorcycle riders.

Journal of applied behavior analysis·2011
Same author

[Reliability and validity of the modified Japanese version of the South Oaks Gambling Screen (SOGS)].

Shinrigaku kenkyu : The Japanese journal of psychology·2007
See all related articles

Related Experiment Video

Updated: Jun 22, 2026

New Variations for Strategy Set-shifting in the Rat
09:45

New Variations for Strategy Set-shifting in the Rat

Published on: January 23, 2017

[Second-order retrospective revaluation in human contingency learning].

Keitaro Numata1, Tsuneo Shimazaki

  • 1Department of Integrated Psychological Sciences, Graduate School of Humanities, Kwansei Gakuin University, Uegahara, Nishinomiya 662-8501, Japan. k.numata@kwansei.ac.jp

Shinrigaku Kenkyu : the Japanese Journal of Psychology
|June 4, 2009
PubMed
Summary

Second-order retrospective revaluation was demonstrated in human contingency learning. The findings support advanced learning models over traditional ones.

More Related Videos

An Operant Intra-/Extra-dimensional Set-shift Task for Mice
08:35

An Operant Intra-/Extra-dimensional Set-shift Task for Mice

Published on: January 22, 2016

Operant Procedures for Assessing Behavioral Flexibility in Rats
08:30

Operant Procedures for Assessing Behavioral Flexibility in Rats

Published on: February 15, 2015

Related Experiment Videos

Last Updated: Jun 22, 2026

New Variations for Strategy Set-shifting in the Rat
09:45

New Variations for Strategy Set-shifting in the Rat

Published on: January 23, 2017

An Operant Intra-/Extra-dimensional Set-shift Task for Mice
08:35

An Operant Intra-/Extra-dimensional Set-shift Task for Mice

Published on: January 22, 2016

Operant Procedures for Assessing Behavioral Flexibility in Rats
08:30

Operant Procedures for Assessing Behavioral Flexibility in Rats

Published on: February 15, 2015

Area of Science:

  • Cognitive Psychology
  • Human Learning

Context:

  • Investigated second-order retrospective revaluation in human contingency learning.
  • Utilized a PC-controlled video game simulating missile firing and tank destruction.

Purpose:

  • To demonstrate second-order retrospective revaluation effects (unovershadowing and backward blocking) in human contingency learning.
  • To test the robustness of these effects against variations in training phase order.

Summary:

  • Participants showed altered judgments of cue predictive value after subsequent training phases.
  • C+ training led to higher T2 predictive value (unovershadowing), while C- training lowered it (backward blocking).
  • These effects remained consistent regardless of the initial training phase order.

Impact:

  • Results challenge traditional associative learning models.
  • Findings are explained by the extended comparator hypothesis and probabilistic contrast model.
  • Demonstrates the complexity of human causal reasoning and learning mechanisms.