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Related Concept Videos

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.
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Implicit Memories01:24

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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.
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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...
Stereotypes, Prejudice, and Discrimination02:55

Stereotypes, Prejudice, and Discrimination

Humans are very diverse and although we share many similarities, we also have many differences. The social groups we belong to help form our identities (Tajfel, 1974). These differences may be difficult for some people to reconcile, which may lead to prejudice toward people who are different. Prejudice is a negative attitude and feeling toward an individual based solely on one’s membership in a particular social group (Allport, 1954; Brown, 2010). Prejudice is common against people who are...
Cognitivism01:17

Cognitivism

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Related Experiment Video

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Olfactory Context Dependent Memory: Direct Presentation of Odorants
04:47

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Published on: September 18, 2018

Aging and implicit learning: explorations in contextual cuing.

Andrea C Smyth1, David R Shanks

  • 1University College London, London, England. andrea.smyth@gmail.com

Psychology and Aging
|March 23, 2011
PubMed
Summary
This summary is machine-generated.

Older adults exhibit learning deficits in contextual cuing, a visual learning task. These impairments persist even when response times are manipulated, indicating intrinsic age-related differences in this cognitive process.

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Area of Science:

  • Cognitive psychology
  • Neuroscience of aging

Background:

  • Contextual cuing involves learning associations between contextual cues and target locations.
  • Previous research suggests age-related cognitive decline may impact various learning paradigms.

Purpose of the Study:

  • To investigate age-related differences in contextual cuing learning.
  • To determine if slower response times in older adults account for observed learning impairments.

Main Methods:

  • Comparison of contextual cuing performance between healthy younger and older adults.
  • Manipulation of task parameters to equalize response times between age groups.

Main Results:

  • Healthy older adults demonstrated significant learning impairments in contextual cuing compared to younger adults.
  • These impairments persisted even after response times were artificially matched between groups.
  • Younger adults' learning remained unaffected by response time manipulations.

Conclusions:

  • Older adults possess intrinsic deficits in contextual cuing learning.
  • These deficits are not solely attributable to slower motor response speed in older age.