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Related Concept Videos

Cognitive Learning01:21

Cognitive 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...
Generalization, Discrimination, and Extinction01:24

Generalization, Discrimination, and Extinction

Generalization, discrimination, and extinction are key concepts in operant conditioning that influence how behaviors are learned and maintained.
Generalization occurs when a behavior reinforced in one context is performed in similar situations. For instance, a student who studies diligently for calculus and receives excellent grades might apply the same study habits to psychology and history, expecting similar results. Generalization shows how learning in one setting can influence behavior in...
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...
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...
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...

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Related Experiment Video

Updated: May 10, 2026

Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques
08:05

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Published on: June 30, 2020

Individual differences in learning and transfer: stable tendencies for learning exemplars versus abstracting rules.

Mark A McDaniel1, Michael J Cahill2, Mathew Robbins1

  • 1Department of Psychology, Washington University in St. Louis.

Journal of Experimental Psychology. General
|June 12, 2013
PubMed
Summary

Individuals learn complex concepts by either memorizing examples or abstracting rules. This learning style, whether focusing on exemplar or rule-based learning, appears stable and influences how knowledge is applied to new situations.

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Area of Science:

  • Cognitive Psychology
  • Learning Sciences
  • Neuroscience

Background:

  • Learners may adopt distinct strategies during concept acquisition.
  • These strategies involve either focusing on specific examples (exemplar learning) or abstracting general rules (rule learning).

Purpose of the Study:

  • To investigate the existence and stability of exemplar versus rule-based learning tendencies.
  • To examine how these learning styles influence generalization and transfer of learned concepts.

Main Methods:

  • Participants completed function-learning and categorization tasks.
  • Learning styles were identified through extrapolation profiles and working memory capacity (operation span).
  • Generalization and transfer were assessed using novel categorization tasks.

Main Results:

  • Distinct extrapolation profiles confirmed exemplar and rule learner groups.
  • Working memory capacity correlated with a preference for rule-based learning.
  • Rule learners demonstrated better generalization to novel tasks, resisting reliance on idiosyncratic features.

Conclusions:

  • Individuals exhibit stable tendencies towards either exemplar-based or rule-based learning in complex tasks.
  • These learning styles significantly impact the ability to transfer knowledge to new contexts.
  • Understanding these individual differences is crucial for optimizing learning and instruction.