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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...
Introduction to Learning01:18

Introduction to Learning

Learning is the process of acquiring knowledge or skills through practice or experience, leading to long-lasting behavioral changes. This acquisition occurs through interaction with the environment and requires practice or experience. For instance, mastering a skill such as surfing requires considerable practice and experience, highlighting the essential role of repeated interactions with the environment in learning.
In contrast to learned behaviors, unlearned behaviors such as crying, sexual...
Implicit Memories01:24

Implicit Memories

Implicit memories, also known as non-declarative memories, are long-term memories that function outside of conscious awareness. These memories influence behavior and skills without explicit knowledge. This type of memory is evident in tasks like playing tennis, snowboarding, and texting. Implicit memory has three subsystems: procedural memory, conditioning, and priming. This type of memory is essential in various activities, from everyday tasks to specialized skills.
One key aspect of implicit...
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...
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...
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...

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Quantifying Learning in Young Infants: Tracking Leg Actions During a Discovery-learning Task
11:18

Quantifying Learning in Young Infants: Tracking Leg Actions During a Discovery-learning Task

Published on: June 1, 2015

Implicit learning as an ability.

Scott Barry Kaufman1, Colin G Deyoung, Jeremy R Gray

  • 1Yale University, Department of Psychology, PO BOX 208205, New Haven, CT 06520-8205, USA. scott.barry.kaufman@nyu.edu

Cognition
|June 25, 2010
PubMed
Summary
This summary is machine-generated.

Individual differences in implicit learning are linked to cognitive abilities like reasoning and processing speed, not just personality. This challenges prior beliefs about minimal variation in implicit learning compared to explicit learning.

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Area of Science:

  • Cognitive Psychology
  • Individual Differences Research

Background:

  • Implicit learning, the unconscious detection of environmental regularities, is fundamental to cognition.
  • Historically, individual differences in implicit learning have been considered minimal compared to explicit learning.

Purpose of the Study:

  • To investigate individual differences in implicit learning among adolescents.
  • To explore associations between implicit learning and cognitive/personality variables.

Main Methods:

  • Utilized a probabilistic sequence learning task to measure implicit learning.
  • Examined relationships with psychometric intelligence, working memory, academic performance, and personality traits.

Main Results:

  • Implicit learning showed weaker correlations with general intelligence and no relation to working memory, unlike explicit learning.
  • Implicit learning was independently associated with verbal analogical reasoning, processing speed, and foreign language academic performance.
  • Significant associations were found between implicit learning and intuition, Openness to Experience, and impulsivity.

Conclusions:

  • Implicit learning represents a distinct cognitive ability with significant individual variability.
  • Findings support dual-process theories and have implications for understanding intelligence, personality, and skill acquisition.