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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.
Tolman introduced the idea that behavior is influenced by...
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...
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...
Humanistic Psychology01:24

Humanistic Psychology

Humanistic psychology emerged in the mid-20th century as a response to the deterministic and pessimistic nature of behaviorism and psychoanalysis. While behaviorism focused on observable behaviors influenced by the environment and psychoanalysis delved into unconscious motivations, both theories suggested that human actions lacked free will. In contrast, humanistic psychology offers a perspective that emphasizes the innate potential for goodness and growth within every individual.
This approach...
Long-term Potentiation01:35

Long-term Potentiation

Long-term potentiation, or LTP, is one of the ways by which synaptic plasticity—changes in the strength of chemical synapses—can occur in the brain. LTP is the process of synaptic strengthening that occurs over time between pre- and postsynaptic neuronal connections. The synaptic strengthening of LTP works in opposition to the synaptic weakening of long-term depression (LTD) and together are the main mechanisms that underlie learning and memory.
Long-term Potentiation01:25

Long-term Potentiation

Long-term potentiation, or LTP, is one of the ways by which synaptic plasticity—changes in the strength of chemical synapses—can occur in the brain. LTP is the process of synaptic strengthening that occurs over time between pre and postsynaptic neuronal connections. The synaptic strengthening of LTP works in opposition to the synaptic weakening of long-term depression (LTD) and together are the main mechanisms that underlie learning and memory.
Hebbian LTP
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Method for Simultaneous fMRI/EEG Data Collection during a Focused Attention Suggestion for Differential Thermal Sensation
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Boosting human learning by hypnosis.

Dezso Nemeth1, Karolina Janacsek, Bertalan Polner

  • 1Institute of Psychology, School of Medicine, University of Szeged, Szeged 6722, Hungary. nemethd@edpsy.u-szeged.hu

Cerebral Cortex (New York, N.Y. : 1991)
|March 31, 2012
PubMed
Summary
This summary is machine-generated.

Hypnosis enhances procedural learning by reducing competition between brain systems. This suggests that disrupting explicit attention can improve striatum-dependent sequence learning, offering new training and rehabilitation strategies.

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Area of Science:

  • Cognitive Neuroscience
  • Neurobiology of Learning

Background:

  • Human learning and memory involve multiple interacting cognitive systems.
  • These systems, including explicit attention (frontal lobe) and procedural learning (striatum), can compete.
  • Previous research suggests reducing explicit attention may improve procedural learning.

Purpose of the Study:

  • To investigate the effect of hypnosis on the competition between cognitive systems during learning.
  • To determine if hypnosis can enhance striatum-dependent sequence learning by modulating frontal lobe activity.

Main Methods:

  • Utilized hypnosis as a tool to reduce explicit attentional processes.
  • Compared sequence learning performance in hypnosis versus an alert state.
  • Focused on striatum-dependent learning mechanisms.

Main Results:

  • Hypnosis significantly boosted striatum-dependent sequence learning performance.
  • This improvement is attributed to the disruption of frontal lobe-mediated explicit attentional processes.
  • Demonstrated a reduction in competition between cognitive systems under hypnosis.

Conclusions:

  • Hypnosis can enhance procedural learning by reducing interference from explicit attention.
  • Findings highlight the competitive interactions between brain systems in cognitive tasks.
  • Results have implications for developing novel training and rehabilitation methods to improve learning and memory.