Search research articles

ABOUT JoVE

Overview Leadership Blog JoVE Help Center

AUTHORS

Publishing Process Editorial Board Scope & Policies Peer Review FAQ Submit

LIBRARIANS

Testimonials Subscriptions Access Resources Library Advisory Board FAQ

RESEARCH

JoVE Journal Methods Collections JoVE Encyclopedia of Experiments Archive

EDUCATION

JoVE Core JoVE Business JoVE Science Education JoVE Lab Manual Faculty Resource Center Faculty Site

Terms & Conditions of Use

Related Concept Videos

Associative Learning

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...

Implicit Memories

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.
One key aspect of implicit...

Avoidance Learning and Learned Helplessness

Avoidance Learning and Learned Helplessness

Avoidance learning and learned helplessness are critical concepts in understanding behavioral responses to negative stimuli.
Avoidance learning occurs when an organism learns that a specific behavior can prevent an unpleasant outcome. For example, a student who receives a bad grade may start studying harder to avoid future poor grades. This behavior persists even when the negative outcome is no longer present. Avoidance learning is powerful because it maintains behavior in the absence of the...

Working Memory

Working Memory

Working memory refers to a combination of components, including short-term memory and attention, that allow an individual to hold information temporarily as we perform cognitive tasks. It is an essential cognitive function that enables the execution of complex tasks such as problem-solving, comprehension, and reasoning. Unlike short-term memory, which simply involves the storage of information for a brief period, working memory involves the active manipulation and processing of this information.

Observational Learning

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 Learning

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...

You might also read

Related Articles

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

Sort by

Same author

Automaticity of Word Recognition is a Unique Predictor of Reading Fluency in Middle-School Students.

Journal of educational psychology·2026

Same author

Global functional connectivity of cognitive control networks predicts task-switching performance in older adults.

Cortex; a journal devoted to the study of the nervous system and behavior·2026

Same author

Neural traces of composite tasks in complex task representation in the human brain reflects learning performance.

PLoS biology·2026

Same author

Decoding task representations that support generalization in hierarchical task.

bioRxiv : the preprint server for biology·2025

Same author

Meta-analytic evidence for the complex mechanisms underlying congruency sequence effect.

Psychological research·2025

Same author

Exercise effects on brain health and learning from minutes to months: The brain EXTEND trial.

Contemporary clinical trials·2024

Search research articles

Related Experiment Video

Updated: May 13, 2026

A Dual Task Procedure Combined with Rapid Serial Visual Presentation to Test Attentional Blink for Nontargets

A Dual Task Procedure Combined with Rapid Serial Visual Presentation to Test Attentional Blink for Nontargets

Published on: December 5, 2014

Conceptualization of task boundaries preserves implicit sequence learning under dual-task conditions.

Kimberly M Halvorson¹, Tana Truelove Wagschal, Eliot Hazeltine

¹E11 Seashore Hall, Department of Psychology, University of Iowa, Iowa City, IA, 52241, USA, kimberly-halvorson@uiowa.edu.

Psychonomic Bulletin & Review

|February 28, 2013

Summary

Participants conceptualizing tasks separately learned sequences, while those seeing tasks as integrated did not. Task conceptualization influences implicit sequence learning under dual-task conditions.

More Related Videos

Task Interruption and Resumption Paradigm for Testing the Activation and Pursuit of an Abstract Thinking Goal

Task Interruption and Resumption Paradigm for Testing the Activation and Pursuit of an Abstract Thinking Goal

Published on: April 18, 2017

Revised and Neuroimaging-Compatible Versions of the Dual Task Screen

Revised and Neuroimaging-Compatible Versions of the Dual Task Screen

Published on: October 5, 2020

Related Experiment Videos

Last Updated: May 13, 2026

A Dual Task Procedure Combined with Rapid Serial Visual Presentation to Test Attentional Blink for Nontargets

A Dual Task Procedure Combined with Rapid Serial Visual Presentation to Test Attentional Blink for Nontargets

Published on: December 5, 2014

Task Interruption and Resumption Paradigm for Testing the Activation and Pursuit of an Abstract Thinking Goal

Task Interruption and Resumption Paradigm for Testing the Activation and Pursuit of an Abstract Thinking Goal

Published on: April 18, 2017

Revised and Neuroimaging-Compatible Versions of the Dual Task Screen

Revised and Neuroimaging-Compatible Versions of the Dual Task Screen

Published on: October 5, 2020

Area of Science:

Cognitive Psychology
Neuroscience

Background:

Implicit sequence learning in the Serial Reaction Time (SRT) task can be affected by concurrent distractor tasks.
Previous research shows conflicting results regarding the impact of dual-tasking on SRT implicit learning.

Purpose of the Study:

To investigate how task conceptualization influences sequence learning under dual-task conditions.
To examine the role of perceived task boundaries in implicit learning.

Main Methods:

An instructional manipulation was used to create two groups: one viewing tasks as separate, the other as integrated.
Participants completed the SRT task under dual-task conditions with varying instructions.

Main Results:

The group instructed to view tasks as separate demonstrated sequence learning.
The group instructed to view tasks as integrated did not show significant sequence learning.

Conclusions:

Conceptualizing tasks as separate or integrated significantly impacts implicit sequence learning.
Perceived task boundaries influence the availability of sequential information for implicit learning.