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Related Concept Videos

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...
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...
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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...
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...
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...
Real-World Application of Classical Conditioning01:15

Real-World Application of Classical Conditioning

Classical conditioning not only includes the initial pairing of stimuli but also extends to more complex forms, such as higher-order conditioning. Higher-order conditioning involves creating associations beyond the primary conditioned stimulus, resulting in a chain of conditioned responses.
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Related Experiment Video

Updated: May 24, 2026

Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm
06:35

Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm

Published on: April 28, 2016

Incidental sequence learning across the lifespan.

Brigitte Weiermann1, Beat Meier

  • 1Department of Psychology & Center for Cognition, Learning and Memory University of Bern, Bern, Switzerland.

Cognition
|March 20, 2012
PubMed
Summary
This summary is machine-generated.

Incidental sequence learning shows age-related differences in explicit knowledge. Young adults learn sequences regardless of explicit awareness, unlike children and older adults.

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Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Neuroscience

Background:

  • Incidental sequence learning (ISL) is a fundamental cognitive process.
  • Understanding ISL across the lifespan is crucial for cognitive development research.
  • Previous research has yielded mixed findings on age-related ISL differences.

Purpose of the Study:

  • To investigate incidental sequence learning across different age groups.
  • To examine the role of explicit sequence knowledge in ISL across the lifespan.
  • To identify age-related differences in the learning processes underlying ISL.

Main Methods:

  • A sequence learning paradigm was administered to three age groups: children (7-16), young adults (20-30), and older adults (>65).
  • Participants completed tasks involving both a task sequence and a response sequence.
  • Performance slowing upon removal of training sequences served as indirect evidence of learning; explicit knowledge was also assessed.

Main Results:

  • All age groups exhibited performance slowing when training sequences were removed, indicating indirect ISL.
  • This indirect ISL was comparable across children, young adults, and older adults.
  • However, ISL was significantly reduced in children and older adults with limited explicit knowledge, while young adults showed ISL irrespective of explicit knowledge.

Conclusions:

  • Age-related differences in incidental sequence learning emerge when explicit knowledge is considered.
  • Young adults demonstrate ISL independent of explicit awareness.
  • Children and older adults rely more on explicit knowledge for effective ISL, suggesting distinct underlying learning mechanisms across the lifespan.