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

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...
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...
Implicit Personality Theories01:23

Implicit Personality Theories

Implicit personality theory explains how individuals make assumptions about the relationships between personality traits, behaviors, and character types. When people learn that someone possesses a particular trait, they tend to infer the presence of other related characteristics, forming a cohesive impression. This cognitive shortcut plays a crucial role in social interactions and interpersonal judgments.Central Traits and Their InfluenceSolomon Asch's seminal 1946 study highlighted the power...
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...
Piaget's Theory of Cognitive Development from Childhood into Adulthood01:25

Piaget's Theory of Cognitive Development from Childhood into Adulthood

Jean Piaget's theory of cognitive development emphasizes the role of thinking in a child's learning process, suggesting that children are naturally curious about their environment. His approach to development is discontinuous, proposing that cognitive abilities progress through distinct stages, each with unique characteristics. Central to Piaget's theory is schemata—mental structures that allow individuals to understand and interpret the world.
Schemata: Building Blocks of Knowledge
Schemata...

You might also read

Related Articles

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

Sort by
Same author

Developmental Differences in White Matter Microarchitecture in Youth with ADHD: Longitudinal Findings from the ABCD Study.

Biological psychiatry. Cognitive neuroscience and neuroimaging·2026
Same author

The relationship between maternal adiposity during pregnancy and toddler ADHD symptoms is statistically mediated by gestational inflammation.

Brain, behavior, and immunity·2026
Same author

ADHD medications and preadolescent brain structure: patterns of cortical attenuation from the ABCD study.

Scientific reports·2026
Same author

Interrogating cognitive and neural group variation in childhood: Examples in adolescent brain cognitive development and Oregon attention-deficit/hyperactivity disorder-1000 cohorts.

Journal of psychopathology and clinical science·2026
Same author

Beyond Neural Noise: Critical Dynamics Predict Slower Reaction Times in Adults With and Without ADHD.

bioRxiv : the preprint server for biology·2026
Same author

Developmental Differences in White Matter Microarchitecture in Youth with ADHD: Longitudinal Findings from the ABCD Study.

bioRxiv : the preprint server for biology·2026

Related Experiment Video

Updated: Jun 3, 2026

Defining the Role Of Language in Infants' Object Categorization with Eye-tracking Paradigms
07:31

Defining the Role Of Language in Infants' Object Categorization with Eye-tracking Paradigms

Published on: February 8, 2019

Development of implicit and explicit category learning.

Cynthia L Huang-Pollock1, W Todd Maddox, Sarah L Karalunas

  • 1Department of Psychology, The Pennsylvania State University, University Park, PA 16802, USA. clh39@psu.edu

Journal of Experimental Child Psychology
|March 8, 2011
PubMed
Summary

Children struggle with complex category learning compared to adults, often relying on simpler explicit strategies. This suggests that inhibiting the explicit system is key for developing advanced categorization skills in children.

More Related Videos

Experience is Instrumental in Tuning a Link Between Language and Cognition: Evidence from 6- to 7- Month-Old Infants' Object Categorization
05:35

Experience is Instrumental in Tuning a Link Between Language and Cognition: Evidence from 6- to 7- Month-Old Infants' Object Categorization

Published on: April 19, 2017

Creating Objects and Object Categories for Studying Perception and Perceptual Learning
14:38

Creating Objects and Object Categories for Studying Perception and Perceptual Learning

Published on: November 2, 2012

Related Experiment Videos

Last Updated: Jun 3, 2026

Defining the Role Of Language in Infants' Object Categorization with Eye-tracking Paradigms
07:31

Defining the Role Of Language in Infants' Object Categorization with Eye-tracking Paradigms

Published on: February 8, 2019

Experience is Instrumental in Tuning a Link Between Language and Cognition: Evidence from 6- to 7- Month-Old Infants' Object Categorization
05:35

Experience is Instrumental in Tuning a Link Between Language and Cognition: Evidence from 6- to 7- Month-Old Infants' Object Categorization

Published on: April 19, 2017

Creating Objects and Object Categories for Studying Perception and Perceptual Learning
14:38

Creating Objects and Object Categories for Studying Perception and Perceptual Learning

Published on: November 2, 2012

Area of Science:

  • Cognitive Development
  • Developmental Psychology
  • Neuroscience

Background:

  • Implicit and explicit learning mechanisms underpin category knowledge acquisition.
  • Developmental changes in cognitive control influence learning strategies.

Purpose of the Study:

  • To investigate developmental differences in implicit and explicit category knowledge acquisition.
  • To compare learning strategies between school-age children and college-attending adults.

Main Methods:

  • Two information-integration paradigms were employed.
  • A unidimensional rule-based task was utilized.
  • Performance differences were analyzed based on strategy use.

Main Results:

  • Adults outperformed children on information-integration tasks, attributed to children's reliance on explicit strategies.
  • Adults showed higher accuracy on rule-based tasks, as children frequently used irrelevant dimensions.
  • Children's difficulty may stem from an inability to inhibit the explicit learning system.

Conclusions:

  • Category learning abilities are influenced by developmental stage.
  • Inhibitory control over explicit learning systems is crucial for complex categorization in children.
  • Findings highlight the interplay between explicit and implicit learning during development.