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

System of Memory01:23

System of Memory

9.7K
Memory is categorized into three major systems: sensory memory, short-term memory (STM), and long-term memory (LTM). These systems differ in their capacity and the duration for which they can hold information. Sensory memory captures raw sensory input from the environment, holding it for just a few seconds or less. For example, on hearing a brief, loud sound, like a car horn honking, the sound seems to linger in the mind for a moment even after it stops. This is an instance of sensory memory...
9.7K
Concepts and Prototypes01:24

Concepts and Prototypes

679
The human nervous system handles vast amounts of information by translating sensory stimuli into neural impulses, which the brain processes, creating thoughts expressed through language or stored as memories. The brain also synthesizes information from emotions and memories, which significantly influence thoughts and behaviors. This intricate process creates a comprehensive mental picture.
The brain organizes this information using concepts, which are mental categories grouping linguistic data,...
679
Role of Cerebellum and Prefrontal Cortex in Memory01:14

Role of Cerebellum and Prefrontal Cortex in Memory

1.5K
The cerebellum, while traditionally associated with motor control, also plays a crucial role in memory, particularly in procedural memory, which involves learning motor tasks that become automatic through repetition. For example, studies have shown that when the cerebellum is damaged, individuals or animals lose the ability to learn conditioned motor responses, such as the conditioned eye-blink response in classical conditioning experiments with rabbits. This study demonstrates the...
1.5K
Working Memory01:24

Working Memory

1.3K
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...
1.3K
Storage01:23

Storage

540
A schema is a mental framework that helps individuals organize and interpret information. Schemata, formed from previous experiences, influence how we process new information: how we encode it, the inferences we make, and how we retrieve it. For instance, a schema for what a typical classroom looks like might include desks, a teacher's desk, a whiteboard, and students in such an environment. This expectation helps us quickly understand and navigate new classrooms without needing to analyze...
540
Chunking01:12

Chunking

585
Chunking is a powerful cognitive technique that improves short-term memory retention by organizing information into smaller, more manageable units. The brain, limited by working memory capacity, can more easily process and store information when it is divided into "chunks" rather than presented as discrete, unrelated elements. Chunking is especially useful when dealing with large amounts of information, such as numerical sequences, words, or complex ideas.
The principle behind chunking...
585

You might also read

Related Articles

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

Sort by
Same author

An examination of sleep spindle metrics in the Sleep Heart Health Study: superiority of automated spindle detection over total sigma power in assessing age-related spindle decline.

BMC neurology·2023
Same author

PyBIDS: Python tools for BIDS datasets.

Journal of open source software·2020
Same author

Lexical Information Guides Retuning of Neural Patterns in Perceptual Learning for Speech.

Journal of cognitive neuroscience·2020
Same author

Sequence as context in category learning: An eyetracking study.

Journal of experimental psychology. Learning, memory, and cognition·2019
Same author

Structure in talker variability: How much is there and how much can it help?

Language, cognition and neuroscience·2019
Same author

Sociolinguistic Perception as Inference Under Uncertainty.

Topics in cognitive science·2018

Related Experiment Video

Updated: May 6, 2026

Defining the Role Of Language in Infants' Object Categorization with Eye-tracking Paradigms
07:31

Defining the Role Of Language in Infants' Object Categorization with Eye-tracking Paradigms

Published on: February 8, 2019

6.2K

Procedural memory effects in categorization: evidence for multiple systems or task complexity?

Safa R Zaki1, Dave F Kleinschmidt

  • 1Williams College, Williamstown, MA, USA, szaki@williams.edu.

Memory & Cognition
|November 13, 2013
PubMed
Summary
This summary is machine-generated.

Task complexity, not separate cognitive systems, may explain differences in category learning. Manipulating feedback in information-integration and rule-based tasks revealed that increased cognitive load, not distinct learning systems, impacts performance.

More Related Videos

Experience is Instrumental in Tuning a Link Between Language and Cognition: Evidence from 6- to 7- Month-Old Infants' Object Categorization
05:35

Experience is Instrumental in Tuning a Link Between Language and Cognition: Evidence from 6- to 7- Month-Old Infants' Object Categorization

Published on: April 19, 2017

6.1K
Creating Objects and Object Categories for Studying Perception and Perceptual Learning
14:38

Creating Objects and Object Categories for Studying Perception and Perceptual Learning

Published on: November 2, 2012

13.6K

Related Experiment Videos

Last Updated: May 6, 2026

Defining the Role Of Language in Infants' Object Categorization with Eye-tracking Paradigms
07:31

Defining the Role Of Language in Infants' Object Categorization with Eye-tracking Paradigms

Published on: February 8, 2019

6.2K
Experience is Instrumental in Tuning a Link Between Language and Cognition: Evidence from 6- to 7- Month-Old Infants' Object Categorization
05:35

Experience is Instrumental in Tuning a Link Between Language and Cognition: Evidence from 6- to 7- Month-Old Infants' Object Categorization

Published on: April 19, 2017

6.1K
Creating Objects and Object Categories for Studying Perception and Perceptual Learning
14:38

Creating Objects and Object Categories for Studying Perception and Perceptual Learning

Published on: November 2, 2012

13.6K

Area of Science:

  • Cognitive Psychology
  • Neuroscience

Background:

  • A prominent model posits separate implicit procedural and explicit rule-based systems for category learning.
  • Motor interference, specifically inconsistent response-location mapping, has been shown to impair information-integration but not rule-based category learning.

Purpose of the Study:

  • To challenge the multiple-systems model by investigating the role of task complexity in category learning.
  • To determine if cognitive load, rather than distinct learning systems, underlies performance differences.

Main Methods:

  • Experiment 1: Modified feedback in information-integration tasks to reduce cognitive complexity.
  • Experiment 2: Applied inconsistent response-location mapping to rule-based category structures.

Main Results:

  • Providing more informative feedback eliminated performance deficits in information-integration tasks.
  • Inconsistent mapping also interfered with rule-based category learning, contrary to the multiple-systems model.

Conclusions:

  • The observed dissociation in category learning may stem from task complexity and feedback interpretation, not separate cognitive systems.
  • The findings suggest a unified account of category learning influenced by cognitive load and task demands.