Related Experiment Video
Updated: May 22, 2026
11:18
Quantifying Learning in Young Infants: Tracking Leg Actions During a Discovery-learning Task
Published on: June 1, 2015
Adding the goal to learn strengthens learning in an unintentional learning task.
James R Schmidt1, Jan De Houwer
1Ghent University, Henri Dunantlaan 2, 9000, Ghent, Belgium. james.schmidt@ugent.be
Psychonomic Bulletin & Review
|April 25, 2012
Summary
Intentional learning enhances unintentional contingency learning. Adding a goal to learn word-color associations improved performance, suggesting intentionality complements implicit learning processes.
Area of Science:
- Cognitive Psychology
- Learning and Memory
Background:
- Contingency learning can occur implicitly, without conscious intention.
- Previous studies show participants learn word-color associations even without explicit learning goals.
Purpose of the Study:
- To investigate whether an explicit goal to learn contingencies affects implicit contingency learning.
- To determine if intentional learning complements or interferes with unintentional learning.
Main Methods:
- Participants completed a color-word contingency learning task.
- One group was instructed to learn word-color contingencies; a control group was not.
- Response times and accuracy were measured to assess learning.
Main Results:
- Participants with an explicit learning goal showed a larger contingency effect.
- Intentional learning amplified the effects of unintentional learning.
Conclusions:
- Explicitly aiming to learn contingencies enhances implicit contingency learning.
- This suggests intentionality and unintentionality can work together, not in opposition.
More Related Videos
08:05Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques
Published on: June 30, 2020
06:45Task Interruption and Resumption Paradigm for Testing the Activation and Pursuit of an Abstract Thinking Goal
Published on: April 18, 2017
Related Concept Videos
01:22Purposive 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...
01:21Cognitive 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...
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...
01:26Higher 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...
01:18Introduction 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...
In contrast to learned behaviors, unlearned behaviors such as crying, sexual...
01:27Associative 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...
Classical conditioning, also known...
01:12Observational 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...