Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

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...
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...
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
LTP can occur when presynaptic neurons...
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.
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...
Law of Effect01:06

Law of Effect

B.F. Skinner, a prominent figure in behavioral psychology, introduced operant conditioning by emphasizing the role of consequences in shaping behavior. This theory builds upon the law of effect proposed by Edward Thorndike, which posits that behaviors followed by satisfying outcomes are likely to be repeated. In contrast, those followed by unsatisfying outcomes are less likely to recur.
Edward Thorndike's foundational work involved studying learning in animals, particularly using puzzle boxes...

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

An fMRI examination of the role of the Locus Coeruleus in state regulation in ADHD.

Imaging neuroscience (Cambridge, Mass.)·2026
Same author

Encoding neural representations of time-continuous stimulus-response transformations in the human brain with advanced deep neural networks.

Imaging neuroscience (Cambridge, Mass.)·2026
Same author

Probing the causal contribution of premotor and parietal cortex in habit formation and expression.

Cerebral cortex (New York, N.Y. : 1991)·2026
Same author

Advances in deep reinforcement learning enable better predictions of human behavior in time-continuous tasks.

PloS one·2025
Same author

Implementation and recognition of novel negatively instructed stimulus-response rules.

Psychological research·2025
Same author

Exploring the link between anticipatory outcome encoding in the brain and goal-directed behavior during outcome devaluation.

Imaging neuroscience (Cambridge, Mass.)·2025

Related Experiment Video

Updated: May 16, 2026

Quantifying Learning in Young Infants: Tracking Leg Actions During a Discovery-learning Task
11:18

Quantifying Learning in Young Infants: Tracking Leg Actions During a Discovery-learning Task

Published on: June 1, 2015

Early markers of ongoing action-effect learning.

Hannes Ruge1, Ruth M Krebs, Uta Wolfensteller

  • 1Department of Psychology, Neuroimaging Center and Institute of General Psychology, Biopsychology, and Methods of Psychology, Technische Universitaet Dresden Dresden, Germany.

Frontiers in Psychology
|December 4, 2012
PubMed
Summary
This summary is machine-generated.

Learning action-effect associations influences behavior during learning and retrieval. The speed of learning these associations predicts behavioral compatibility effects, suggesting active integration into action planning.

Keywords:
anticipationdifferential outcomesgoal-directed actioninstructioninstrumental learning

More Related Videos

Monitoring Fine and Associative Motor Learning in Mice Using the Erasmus Ladder
08:51

Monitoring Fine and Associative Motor Learning in Mice Using the Erasmus Ladder

Published on: December 15, 2023

Recording Single Neurons' Action Potentials from Freely Moving Pigeons Across Three Stages of Learning
11:20

Recording Single Neurons' Action Potentials from Freely Moving Pigeons Across Three Stages of Learning

Published on: June 2, 2014

Related Experiment Videos

Last Updated: May 16, 2026

Quantifying Learning in Young Infants: Tracking Leg Actions During a Discovery-learning Task
11:18

Quantifying Learning in Young Infants: Tracking Leg Actions During a Discovery-learning Task

Published on: June 1, 2015

Monitoring Fine and Associative Motor Learning in Mice Using the Erasmus Ladder
08:51

Monitoring Fine and Associative Motor Learning in Mice Using the Erasmus Ladder

Published on: December 15, 2023

Recording Single Neurons' Action Potentials from Freely Moving Pigeons Across Three Stages of Learning
11:20

Recording Single Neurons' Action Potentials from Freely Moving Pigeons Across Three Stages of Learning

Published on: June 2, 2014

Area of Science:

  • Cognitive Psychology
  • Neuroscience
  • Action Planning

Background:

  • Intentional action requires understanding stimulus-action-effect (S-R-E) relationships.
  • Previous research indicates rapid acquisition of S-R-E associations.
  • The current study investigates how weakly learned associations impact behavior during learning and retrieval.

Purpose of the Study:

  • To examine the influence of S-R-E associations on overt behavior during initial learning and retrieval.
  • To explore the interrelation between learning and retrieval measures of S-R-E associations.
  • To differentiate between learning specific S-R-E mappings and general outcome learning.

Main Methods:

  • Incidental S-R-E learning was studied in trial-and-error and instruction-based S-R learning contexts.
  • A common outcome (CO) control condition precluded differential S-R-E learning.
  • Post-learning retrieval assessed R-E associations using compatible and incompatible actions with novel stimuli.

Main Results:

  • The magnitude of the compatibility effect during retrieval was predictable by response slowing during acquisition.
  • This correlation was observed in both trial-and-error and instruction-based learning.
  • The correlation was absent in the CO control condition, ruling out unspecific factors.

Conclusions:

  • Differential outcomes are actively integrated into action planning, requiring additional cognitive resources.
  • Weakly practiced S-R-E associations may require more active integration before transitioning to stimulus-based action.
  • Findings support the role of active S-R-E integration in shaping behavioral responses.