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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...
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...
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...
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...
Gene-Environment Interactions01:20

Gene-Environment Interactions

Gene expression is a dynamic process that is significantly influenced by environmental factors. This interaction underlies the complex nature of biological development and the phenotypic differences observed among individuals, even among those with identical genetic makeups. Factors such as radiation, temperature, behavior, nutrition, and stress play pivotal roles in determining how genes are expressed. The concept of the reaction range is central to understanding this interaction. It posits...
Language Development01:22

Language Development

Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
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Related Experiment Video

Updated: May 17, 2026

Experience is Instrumental in Tuning a Link Between Language and Cognition: Evidence from 6- to 7- Month-Old Infants' Object Categorization
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Published on: April 19, 2017

Implicit learning and acquisition of music.

Martin Rohrmeier1, Patrick Rebuschat

  • 1Centre for Music & Science, Faculty of Music, University of Cambridge, UK. mrohrmeier@cantab.net

Topics in Cognitive Science
|October 13, 2012
PubMed
Summary

Implicit learning enables acquiring complex skills like music from exposure. Research shows both experts and non-experts implicitly learn musical elements, but more cross-cultural studies are needed.

Area of Science:

  • Cognitive Psychology
  • Music Cognition
  • Neuroscience

Background:

  • Implicit learning is fundamental for acquiring complex, rule-based knowledge through interaction.
  • Evidence suggests implicit knowledge influences music acquisition and perception in both musicians and non-musicians.
  • Participants, regardless of expertise, can learn intricate musical features from passive exposure.

Purpose of the Study:

  • To review the evidence for implicit learning in music acquisition and perception.
  • To explore the extent to which complex musical structures are implicitly learned.
  • To identify gaps in current research, particularly regarding cross-cultural validity.

Main Methods:

  • Review of existing empirical studies on implicit learning in music.

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Last Updated: May 17, 2026

Experience is Instrumental in Tuning a Link Between Language and Cognition: Evidence from 6- to 7- Month-Old Infants' Object Categorization
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  • Analysis of findings from computational modeling of musical structure learning.
  • Synthesis of results concerning expert vs. non-expert implicit musical knowledge.

    • Main Results:

    • A significant body of evidence supports implicit learning of musical elements (melodic, harmonic) through exposure.
    • Current models often support chunk-based learning, but some findings suggest the acquisition of more complex structures.
    • Implicit knowledge appears to play a role across different levels of musical expertise.

    Conclusions:

    • Implicit learning is a significant factor in how individuals acquire and process music.
    • While chunk learning is supported, the implicit acquisition of more complex music theoretical features requires further investigation.
    • Future research should focus on cross-cultural validation and deeper exploration of complex implicit musical learning.