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Related Concept Videos

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...
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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.
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Introduction to Learning01:18

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Cognitive Development During Adulthood01:30

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Cognitive development continues throughout adulthood, undergoing significant shifts across early, middle, and late stages. Individual transition occurs from adolescent idealism to pragmatic and adaptable thinking in early adulthood. During this period, individuals learn to integrate personal beliefs with the recognition that other perspectives are equally valid. Exposure to the complexities of modern society, diverse experiences, and higher education contribute to this adaptive thought process,...
Revisionist Views of Adolescent and Adult Cognition01:24

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A revisionist approach to Jean Piaget's theory of cognitive development has brought new insights that challenge and reinterpret his established ideas. Piaget proposed that the formal operational stage, emerging in adolescence, represents the culmination of cognitive maturity. During this stage, individuals are said to develop abstract thinking, engage in systematic problem-solving, and show a form of egocentrism, believing others are as preoccupied with their behavior as they are themselves.
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A Method for Investigating Age-related Differences in the Functional Connectivity of Cognitive Control Networks Associated with Dimensional Change Card Sort Performance
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Published on: May 7, 2014

Implicit learning in aging: extant patterns and new directions.

Anna Rieckmann1, Lars Bäckman

  • 1Aging Research Center, Karolinska Institute, Gävlegatan 16, 11330 Stockholm, Sweden. anna.rieckmann@ki.se

Neuropsychology Review
|October 9, 2009
PubMed
Summary
This summary is machine-generated.

Implicit learning (IL) remains stable in older adults, potentially due to brain reorganization compensating for striatal decline. This compensation may falter with increased task complexity.

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Area of Science:

  • Neuroscience
  • Cognitive Aging
  • Neuroimaging

Background:

  • The striatum is crucial for implicit learning (IL).
  • Aging causes striatal morphological and neurochemical decline.
  • Behavioral studies indicate IL is largely preserved in older adults, with deficits appearing only in highly complex tasks.

Purpose of the Study:

  • To review behavioral and neuroimaging findings on IL in aging.
  • To propose a model of neural reorganization underlying IL in older adults.

Main Methods:

  • Integration of existing behavioral and neuroimaging research on aging and IL.
  • Analysis of age-related changes in striatal function and compensatory mechanisms.

Main Results:

  • Implicit learning is generally preserved in aging, despite striatal degradation.
  • Neural reorganization, involving increased reliance on extrastriatal regions (e.g., medial-temporal, frontal), may compensate for age-related striatal losses.
  • This compensatory mechanism is effective for less demanding tasks but may be insufficient for highly complex IL.

Conclusions:

  • Relative stability of IL in aging is likely supported by neural reorganization.
  • Extrastriatal regions may play an increasingly important role in IL with age.
  • Task complexity is a critical factor determining the emergence of age-related differences in IL.