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Related Concept Videos

Lateralization01:28

Lateralization

Brain lateralization refers to the division of mental processes and functions between the two hemispheres of the brain, a phenomenon that optimizes neural efficiency and underpins complex abilities in humans. This specialization allows each hemisphere to perform tasks where it has a comparative advantage, facilitating more refined cognitive capabilities across different domains.
Schemas01:42

Schemas

A schema is a mental construct consisting of a cluster or collection of related concepts (Bartlett, 1932). There are many different types of schemata, and they all have one thing in common: schemata are a method of organizing information that allows the brain to work more efficiently. When a schema is activated, the brain makes immediate assumptions about the person or object being observed.
Depth Perception and Spatial Vision01:15

Depth Perception and Spatial Vision

Depth perception is the ability to perceive objects three-dimensionally. It relies on two types of cues: binocular and monocular. Binocular cues depend on the combination of images from both eyes and how the eyes work together. Since the eyes are in slightly different positions, each eye captures a slightly different image. This disparity between images, known as binocular disparity, helps the brain interpret depth. When the brain compares these images, it determines the distance to an object.
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...
Cognitivism01:17

Cognitivism

Cognitive psychology emerged as a significant field in the mid-20th century. It focused on understanding humans' internal mental processes. This approach emphasizes how people perceive, remember, think, and solve problems—elements critical to human cognition.
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Relative Motion Analysis using Rotating Axes-Problem Solving01:29

Relative Motion Analysis using Rotating Axes-Problem Solving

Consider a crane whose telescopic boom rotates with an angular velocity of 0.04 rad/s and angular acceleration of 0.02 rad/s2. Along with the rotation, the boom also extends linearly with a uniform speed of 5 m/s. The extension of the boom is measured at point D, which is measured with respect to the fixed point C on the other end of the boom. For the given instant, the distance between points C and D is 60 meters.
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Related Experiment Video

Updated: Jun 18, 2026

Assessing Spatial Learning and Memory in Small Squamate Reptiles
08:44

Assessing Spatial Learning and Memory in Small Squamate Reptiles

Published on: January 3, 2017

Reorienting when cues conflict: A role for information content in spatial learning?

Bradley R Sturz1, Stephanie M Diemer

  • 1Armstrong Atlantic State University, Department of Psychology, Savannah, GA 31419, USA. bradley.sturz@armstrong.edu

Behavioural Processes
|November 12, 2009
PubMed
Summary

Human participants showed no preference for learned features or geometry in a virtual environment search task. This suggests spatial learning may depend more on cue information than associative strength.

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The (Spatial) Memory Game: Testing the Relationship Between Spatial Language, Object Knowledge, and Spatial Cognition
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Last Updated: Jun 18, 2026

Assessing Spatial Learning and Memory in Small Squamate Reptiles
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The (Spatial) Memory Game: Testing the Relationship Between Spatial Language, Object Knowledge, and Spatial Cognition
05:15

The (Spatial) Memory Game: Testing the Relationship Between Spatial Language, Object Knowledge, and Spatial Cognition

Published on: February 19, 2018

Area of Science:

  • Cognitive Psychology
  • Neuroscience
  • Spatial Cognition

Background:

  • Previous spatial learning studies focused on feature or geometry learning separately.
  • This study investigates how humans learn and integrate features and geometry when they conflict.

Purpose of the Study:

  • To examine whether humans prioritize features or geometry when both are learned separately and then placed in conflict.
  • To explore the role of associative strength versus information content in spatial cue utilization.

Main Methods:

  • Participants learned rewarded features and geometric layouts in separate phases within a virtual rectangular enclosure.
  • A conflict test trial presented learned features in unrewarded geometric locations and vice versa.
  • Choice reaction time was measured during training and test trials.

Main Results:

  • Participants learned features and geometry equally well but showed no preferential responding during the conflict test.
  • Choice reaction times were significantly longer in the conflict test compared to training.
  • Experiment 2, manipulating associative strength, yielded similar results, with no feature or geometry preference.

Conclusions:

  • Findings challenge view-based matching and standard associative accounts of spatial learning.
  • Results suggest the inherent information content of spatial cues is crucial for learning.
  • This implies a more nuanced understanding of how environmental information is processed and integrated.