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Related Concept Videos

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...
Mnemonic Devices01:23

Mnemonic Devices

Mnemonic devices are cognitive tools that facilitate memory retention by linking new information to familiar patterns or organizational strategies. These techniques are beneficial for remembering complex or lengthy sets of information by simplifying and structuring them in easily retrievable ways.
Acronyms
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The Nativist Approach01:21

The Nativist Approach

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Introduction to Learning

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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...
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Related Experiment Video

Updated: May 31, 2026

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

Information sources for noun learning.

Edward Kako1

  • 1Department of Psychology, Swarthmore College.

Cognitive Science
|June 28, 2011
PubMed
Summary

Learning difficult words, like abstract or concrete nouns, depends on context. Basic-level object category labels are easier to learn through observation, while others require richer linguistic context for vocabulary acquisition.

Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Linguistics

Background:

  • Understanding factors influencing word learning is crucial for developmental psychology.
  • Previous research suggests context plays a role in vocabulary acquisition.

Purpose of the Study:

  • To investigate why some nouns are easier to learn than others.
  • To determine the role of different information sources in word learning.

Main Methods:

  • Adults were exposed to naturalistic maternal input simulating various information sources.
  • Information sources included extralinguistic context, co-occurring words, and syntactic context.
  • Target words were manipulated to assess learning from observation alone versus combined contexts.

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

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Related Experiment Videos

Last Updated: May 31, 2026

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

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

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

Main Results:

  • Nouns were not accurately identified from observation alone if abstract or concrete.
  • Learning from observation depended on whether the noun labeled a basic-level object category (BLOC).
  • Linguistic context eliminated the difference between BLOC and non-BLOC labels, indicating non-BLOC words require richer context.

Conclusions:

  • Basic-level object category labels can be learned via observation alone.
  • Non-basic-level object category labels necessitate richer linguistic context for learning.
  • Vocabulary growth models should consider changes in information accessibility for learners.