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...

Statistical Inference Techniques in Hypothesis Testing: Parametric Versus Nonparametric Data

Statistical Inference Techniques in Hypothesis Testing: Parametric Versus Nonparametric Data

Statistical inference techniques, paramount in hypothesis testing, differentiate into two broad categories: parametric and nonparametric statistics.
Parametric statistics, as the name suggests, assumes that data follow a specific distribution, often a normal distribution. This assumption enables robust hypothesis testing and estimation. Parametric methods, like the Student's t-test or Goodness-of-fit test, are frequently employed in biostatistics due to their robustness. For instance, comparing...

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...

Probability in Statistics

Probability in Statistics

Probability is the likelihood of an event occurring. The term event is defined as a collection of results of a procedure. An event is a simple event when an outcome cannot be divided into simpler parts.
An example of a simple event is a coin toss. The result of a coin toss is either a head or a tail. Here, head and tail are two simple events. These two simple events make up the sample space. Further, the probability of an event occurring falls within the range of 0 to 1. The probability of an...

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...

Language and Cognition

Language and Cognition

Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.

You might also read

Related Articles

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

Sort by

Same author

Retraction: Inflammatory Molecule, PSGL-1, Deficiency Activates Macrophages to Promote Colorectal Cancer Growth through NFκB Signaling.

Molecular cancer research : MCR·2022

Same author

Lysyl oxidase promotes renal fibrosis via accelerating collagen cross-link driving by β-arrestin/ERK/STAT3 pathway.

FASEB journal : official publication of the Federation of American Societies for Experimental Biology·2022

Same author

Dynamic Changes and Nomogram Prediction for Sinistral Portal Hypertension in Moderate and Severe Acute Pancreatitis.

Frontiers in medicine·2022

Same author

Pharmacokinetics, mass balance, and metabolism of [<sup>14</sup>C]TPN171, a novel PDE5 inhibitor, in humans for the treatment of pulmonary arterial hypertension.

Acta pharmacologica Sinica·2022

Same author

Experimental and Computational Study on Conductors Bearing Capacity in Offshore Drilling.

Computational intelligence and neuroscience·2022

Same author

Resource utilization of hazardous Cr/Fe-rich sludge: synthesis of erdite flocculant to treat real electroplating wastewater.

Journal of environmental health science & engineering·2022

Search research articles

Related Experiment Video

Updated: May 11, 2026

Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques

Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques

Published on: June 30, 2020

The role of partial knowledge in statistical word learning.

Daniel Yurovsky¹, Damian C Fricker, Chen Yu

¹Department of Psychology, Stanford University, 450 Serra Mall, Stanford, CA, 94305, USA, yurovsky@stanford.edu.

Psychonomic Bulletin & Review

|May 25, 2013

Summary

Human word learning is a gradual process where partial knowledge of one word aids in learning others. Re-exposure to previously unlearned words accelerates new word-object mapping acquisition.

More Related Videos

Lexical Decision Task for Studying Written Word Recognition in Adults with and without Dementia or Mild Cognitive Impairment

Lexical Decision Task for Studying Written Word Recognition in Adults with and without Dementia or Mild Cognitive Impairment

Published on: June 25, 2019

Related Experiment Videos

Last Updated: May 11, 2026

Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques

Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques

Published on: June 30, 2020

Lexical Decision Task for Studying Written Word Recognition in Adults with and without Dementia or Mild Cognitive Impairment

Lexical Decision Task for Studying Written Word Recognition in Adults with and without Dementia or Mild Cognitive Impairment

Published on: June 25, 2019

Area of Science:

Cognitive Science
Developmental Psychology
Computational Linguistics

Background:

Theories of word learning debate whether it's all-or-none or gradual.
Statistical and associative learning models assume word meaning acquisition unfolds over time.
Partial knowledge of one word-object mapping may facilitate learning others.

Purpose of the Study:

To investigate the accumulative nature of human word learning.
To test if partial knowledge of word meanings accelerates acquisition of new mappings.
To differentiate between two hypotheses explaining how partial knowledge aids learning.

Main Methods:

Three experiments involving cross-situational word learning.
Learners were exposed to two blocks of word-object mappings.
The second block included previously unlearned items from the first block.

Main Results:

Re-exposure to mis-mapped items accelerated learning of both previously encountered and new word-object mappings.
This supports an accumulative account of word learning.
Computational models indicated that partial knowledge aids new learning by disambiguation, not just by reaching a threshold.

Conclusions:

Human word learning is a gradual, accumulative process.
Partial knowledge of word meanings aids the acquisition of new mappings.
The mechanism involves using partial knowledge for disambiguation, even before full learning is achieved.