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

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...
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...
Associative Learning01:27

Associative Learning

Associative learning is a fundamental concept in behavioral psychology, wherein a connection is established between two stimuli or events, leading to a learned response. This process is critical in understanding how behaviors are acquired and modified. Conditioning, the mechanism through which associations are formed, can be divided into two main types: classical conditioning and operant conditioning, each elucidating different aspects of associative learning.
Classical conditioning, also known...
Generalization, Discrimination, and Extinction01:24

Generalization, Discrimination, and Extinction

Generalization, discrimination, and extinction are key concepts in operant conditioning that influence how behaviors are learned and maintained.
Generalization occurs when a behavior reinforced in one context is performed in similar situations. For instance, a student who studies diligently for calculus and receives excellent grades might apply the same study habits to psychology and history, expecting similar results. Generalization shows how learning in one setting can influence behavior in...
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...
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...

You might also read

Related Articles

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

Sort by
Same author

Comparison of Emotional Processing Between Patients with Substance Use Disorder and Those with Dual Diagnosis: Relationship with Severity of Dependence and Use During Treatment.

Journal of psychoactive drugs·2023
Same author

Coping strategies in parents of children with disabilities: A case-control study.

Brain and behavior·2022
Same author

Failure to find symmetry in pigeons after multiple exemplar training.

Psicothema·2014
Same author

The influence of the parents' educational level and participants' age in the derivation of equivalence-equivalence.

Psicothema·2014
Same author

Facilitation of the equivalence--equivalence responding.

Psicothema·2011
Same author

[Competence between propioceptive and exteroceptive conditional stimuli in a conditional discrimination task].

Psicothema·2009
Same journal

Personal Recovery in Addictions: Development of a new Assessment Instrument.

Psicothema·2026
Same journal

Internet Habits, Problematic Internet Use, and Online Risk Practices Among Adolescents With ADHD in Spain.

Psicothema·2026
Same journal

Relationship Between Social Connectedness and Quality of Life in Older Adults: An Examination of Sex Differences.

Psicothema·2026
Same journal

The Influence of Gender on Measuring Mental Health Stigma. A Cross-Sectional Vignette Study With the Attribution Questionnaire 9.

Psicothema·2026
Same journal

Comprehensive Assessment of Mental Health Stigma.

Psicothema·2026
Same journal

Psychometric Properties of the Teachers' Responses to Bullying Questionnaire (TRBQ) in Spanish Students.

Psicothema·2026
See all related articles

Related Experiment Video

Updated: Jun 10, 2026

Pavlovian Conditioned Approach Training in Rats
06:57

Pavlovian Conditioned Approach Training in Rats

Published on: February 4, 2016

[Learning contingencies without explicit reinforcement].

Vicente J Pérez Fernández1, Andrés García García

  • 1Facultad de Psicología, Universidad Nacional de Educación a Distancia, Madrid, Spain. vperez@psi.uned.es

Psicothema
|July 30, 2010
PubMed
Summary
This summary is machine-generated.

Participants improved conditional discrimination performance without feedback, demonstrating learning without explicit reinforcement. This study highlights learning capabilities even when direct consequences are absent.

More Related Videos

Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques
08:05

Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques

Published on: June 30, 2020

Visual Classical Conditioning in Wood Ants
05:46

Visual Classical Conditioning in Wood Ants

Published on: October 5, 2018

Related Experiment Videos

Last Updated: Jun 10, 2026

Pavlovian Conditioned Approach Training in Rats
06:57

Pavlovian Conditioned Approach Training in Rats

Published on: February 4, 2016

Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques
08:05

Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques

Published on: June 30, 2020

Visual Classical Conditioning in Wood Ants
05:46

Visual Classical Conditioning in Wood Ants

Published on: October 5, 2018

Area of Science:

  • Cognitive Psychology
  • Behavioral Science

Background:

  • Conditional discrimination tasks assess complex learning.
  • Learning often relies on feedback or reinforcement.

Purpose of the Study:

  • To investigate performance improvement in conditional discrimination without feedback.
  • To explore the potential for learning without explicit reinforcement.

Main Methods:

  • 188 participants completed an equivalence-equivalence test.
  • The test comprised four blocks of 9 trials each.
  • No response feedback was provided during the task.

Main Results:

  • Participants making 5-12 errors showed significant improvement.
  • Performance increased by nearly 20% from the first to the fourth block.
  • Individual improvements reached up to 44.44%.

Conclusions:

  • Evidence suggests learning can occur without explicit reinforcement.
  • Findings challenge some assumptions in research on response facilitation.