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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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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...
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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.
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Cognitivism01:17

Cognitivism

Cognitive psychology emerged as a significant field in the mid-20th century. It focused on understanding humans' internal mental processes. This approach emphasizes how people perceive, remember, think, and solve problems—elements critical to human cognition.
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Social Cognitive Perspective on Personality

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The "Motor" in Implicit Motor Sequence Learning: A Foot-stepping Serial Reaction Time Task
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Cognitive control: a role for implicit learning?

Natacha Deroost1, Jochen Vandenbossche, Peter Zeischka

  • 1Department of Cognitive Psychology, Vrije Universiteit Brussel, Brussels, Belgium. Natacha.Deroost@vub.ac.be

Journal of Experimental Psychology. Learning, Memory, and Cognition
|March 21, 2012
PubMed
Summary
This summary is machine-generated.

Implicit learning enhances cognitive control by adapting to task demands. This study shows implicit sequence knowledge is flexibly recruited under high conflict, optimizing performance.

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Area of Science:

  • Cognitive Psychology
  • Neuroscience

Background:

  • Cognitive control allows goal-directed behavior, while implicit learning operates unconsciously.
  • The interplay between implicit learning and cognitive control is not fully understood.

Purpose of the Study:

  • To investigate how implicit learning influences cognitive control.
  • To determine if implicit knowledge directly aids conflict resolution or is modulated by task demands.

Main Methods:

  • A sequential Stroop task was employed to assess implicit learning and cognitive control.
  • Participants completed trials with learned sequences versus random sequences under varying conflict levels.

Main Results:

  • Implicit learning did not directly improve conflict resolution.
  • Cognitive conflict significantly impacted the expression of implicit learning.
  • Implicit sequence knowledge was most effectively utilized under high conflict conditions.

Conclusions:

  • Implicit learning can be flexibly recruited to support cognitive control.
  • Task optimization occurs through increased reliance on implicit knowledge when facing high cognitive conflict.