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

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...
Implicit Memories01:24

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...
Chunking and Rehearsal in Sensory Memory01:22

Chunking and Rehearsal in Sensory Memory

Improving short-term memory can be achieved through techniques like chunking and rehearsal. Chunking involves organizing information into larger, more manageable units. This technique is particularly useful for information that exceeds the typical memory span of between five and nine items. For instance, logging into an online account with a password like "ta89vq0179gz" involves grouping letters and numbers into three chunks—ta89, vq01, and 79gz. It makes large amounts of information more...
Steps in the Modeling Process01:14

Steps in the Modeling Process

Albert Bandura's theory of observational learning identifies four critical processes: attention, retention, motor reproduction, and reinforcement or motivation.
Attention is the first necessary component for observational learning. It involves focusing on what the model is doing and saying. For example, if you decide to take a drawing class to enhance your skills, you need to pay close attention to the instructor's words and hand movements. The characteristics of the model significantly...
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...
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...

You might also read

Related Articles

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

Sort by
Same author

Task experience influences coordinative structures and performance variables in learning a slalom ski-simulator task.

Scandinavian journal of medicine & science in sports·2018
Same author

The pattern of coupling dynamics between postural motion, isotonic hand movements and physiological tremor.

Neuroscience letters·2014
Same author

Motor learning without knowledge of results through the development of a response recognition mechanism.

Journal of motor behavior·2013
Same author

Variability of practice and transfer of training.

Journal of motor behavior·2013
Same author

More on absolute error, etc.

Journal of motor behavior·2013
Same author

Performance criteria for stabilometer learning.

Journal of motor behavior·2013
Same journal

Expertise Modulates Anticipatory Synergy Adjustments in a Rapid Motor Skill Under Temporal Constraints.

Journal of motor behavior·2026
Same journal

A Boundary of Ideomotor Control: Semantic Labels Bias Selection but Do Not Tune Motor Execution.

Journal of motor behavior·2026
Same journal

Strategies When Choosing Between Movement Options in a Sequential Task.

Journal of motor behavior·2026
Same journal

Transcranial Direct Current Stimulation Combined with Neurofunctional Motor Training in Autistic Children: A Randomized, Sham-Controlled, Double-Blind Clinical Trial.

Journal of motor behavior·2026
Same journal

Individualized Virtual Angle Offset Training for Patients with Stroke.

Journal of motor behavior·2026
Same journal

The Role of Exploratory Procedures in Perceiving Affordances in a Bimanual Wielding Task.

Journal of motor behavior·2026
See all related articles

Related Experiment Video

Updated: May 8, 2026

Study Motor Skill Learning by Single-pellet Reaching Tasks in Mice
06:04

Study Motor Skill Learning by Single-pellet Reaching Tasks in Mice

Published on: March 4, 2014

Recall and recognition in motor learning.

K M Newell1, R A Chew

  • 1a Children's Research Center , University of Illinois at Urbana-Champaign.

Journal of Motor Behavior
|August 22, 2013
PubMed
Summary
This summary is machine-generated.

This study tested motor learning theory by manipulating knowledge of results (KR) feedback. Initial feedback withdrawal impaired motor recognition but not recall, suggesting distinct learning mechanisms.

More Related Videos

The "Motor" in Implicit Motor Sequence Learning: A Foot-stepping Serial Reaction Time Task
10:39

The "Motor" in Implicit Motor Sequence Learning: A Foot-stepping Serial Reaction Time Task

Published on: May 3, 2018

Assessing Corticospinal Excitability During Goal-Directed Reaching Behavior
05:05

Assessing Corticospinal Excitability During Goal-Directed Reaching Behavior

Published on: December 2, 2022

Related Experiment Videos

Last Updated: May 8, 2026

Study Motor Skill Learning by Single-pellet Reaching Tasks in Mice
06:04

Study Motor Skill Learning by Single-pellet Reaching Tasks in Mice

Published on: March 4, 2014

The "Motor" in Implicit Motor Sequence Learning: A Foot-stepping Serial Reaction Time Task
10:39

The "Motor" in Implicit Motor Sequence Learning: A Foot-stepping Serial Reaction Time Task

Published on: May 3, 2018

Assessing Corticospinal Excitability During Goal-Directed Reaching Behavior
05:05

Assessing Corticospinal Excitability During Goal-Directed Reaching Behavior

Published on: December 2, 2022

Area of Science:

  • Motor learning
  • Cognitive psychology
  • Human motor control

Background:

  • Adams' (1971) two-process theory posits distinct mechanisms for motor recognition and recall.
  • Understanding these mechanisms is crucial for optimizing motor skill acquisition and retention.

Purpose of the Study:

  • To investigate the differential effects of knowledge of results (KR) feedback manipulation on motor recognition and recall.
  • To test the validity of Adams' two-process closed-loop theory of motor learning.

Main Methods:

  • Sixty participants performed a rapid linear timing task with 70 acquisition trials.
  • Forty feedback withdrawal trials were conducted under a 2x2 factorial design manipulating vision and audition feedback.
  • Feedback was either present or absent in each condition.

Main Results:

  • Feedback withdrawal initially caused a significant decrement in response recognition, but not in response recall.
  • Following the initial phase, both recognition and recall processes showed a tendency to operate in unison.
  • The data suggest that motor recognition and recall may rely on fundamentally different underlying neural mechanisms.

Conclusions:

  • Motor recognition and recall appear to be dissociable processes, at least under conditions of feedback withdrawal.
  • The findings provide empirical support for Adams' theory, highlighting the distinct roles of feedback in different aspects of motor learning.
  • Further research is warranted to elucidate the precise neural underpinnings of these distinct motor memory processes.