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Related Concept Videos

Associative Learning01:27

Associative Learning

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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.
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Purposive Learning01:22

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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...
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Chunking and Rehearsal in Sensory Memory01:22

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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...
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Observational Learning01:12

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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...
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Cognitive Learning01:21

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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.
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Electrocyclic reactions, cycloadditions, and sigmatropic rearrangements are concerted pericyclic reactions that proceed via a cyclic transition state. These reactions are stereospecific and regioselective. The stereochemistry of the products depends on the symmetry characteristics of the interacting orbitals and the reaction conditions. Accordingly, pericyclic reactions are classified as either symmetry-allowed or symmetry-forbidden. Woodward and Hoffmann presented the selection criteria for...
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Related Experiment Video

Updated: May 6, 2026

Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm
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Part-list recall following part-whole learning.

S T Carey1, R Okada

  • 1Unirersity of Toronto, Toronto, Ontario, Canada.

Memory & Cognition
|November 12, 2013
PubMed
Summary

This study on learning and memory found that recalling items from a previously learned part-list improved when those items were part of a larger whole list. This challenges existing theories of subjective organization in memory recall.

Area of Science:

  • Cognitive Psychology
  • Experimental Psychology
  • Human Memory

Background:

  • Subjective organization is a theoretical construct used to explain how individuals organize information during learning.
  • Previous research has explored part-list learning and whole-list learning paradigms in memory studies.

Purpose of the Study:

  • To investigate the effect of whole-list learning on the recall of previously learned part-list items.
  • To examine whether experimental conditions influence recall performance compared to control conditions.

Main Methods:

  • Participants underwent multiple trials of part-list free recall learning followed by whole-list free recall learning.
  • Recall of part-list items was assessed in two successive trials after the whole-list learning phase.
  • An experimental group's whole list included all part-list items, while a control group's whole list contained none of the part-list items.

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Main Results:

  • Experimental participants, whose whole list incorporated the part-list items, demonstrated significantly higher recall of those part-list items.
  • Control participants, whose whole list did not contain the part-list items, showed lower recall performance for the part-list items.

Conclusions:

  • The findings suggest that integrating part-list items into a larger whole list enhances subsequent recall of those specific items.
  • The results contradict current notions of subjective organization, indicating a need for revised theoretical frameworks in memory research.