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

Purposive Learning01:22

Purposive Learning

692
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...
692
Associative Learning01:27

Associative Learning

2.1K
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...
2.1K
Cognitive Learning01:21

Cognitive Learning

1.6K
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...
1.6K
Observational Learning01:12

Observational Learning

1.5K
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...
1.5K
Higher Mental Functions of Brain: Learning and Memory01:26

Higher Mental Functions of Brain: Learning and Memory

2.2K
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...
2.2K
Real-World Application of Classical Conditioning01:15

Real-World Application of Classical Conditioning

2.6K
Classical conditioning not only includes the initial pairing of stimuli but also extends to more complex forms, such as higher-order conditioning. Higher-order conditioning involves creating associations beyond the primary conditioned stimulus, resulting in a chain of conditioned responses.
Higher-order, or second-order, conditioning occurs when a neutral stimulus becomes associated with an already established conditioned stimulus through repeated pairings. For instance, if a dog has been...
2.6K

You might also read

Related Articles

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

Sort by
Same author

Cloning of a cDNA encoding the Tcp-1 (t complex polypeptide 1) homologue of Arabidopsis thaliana.

Gene·1992
Same author

The primary structure of porcine aminoacylase 1 deduced from cDNA sequence.

Journal of biochemistry·1992
Same author

Crystal structure of papain-succinyl-Gln-Val-Val-Ala-Ala-p-nitroanilide complex at 1.7-A resolution: noncovalent binding mode of a common sequence of endogenous thiol protease inhibitors.

Biochemistry·1992
Same author

A point mutation of low-density-lipoprotein receptor causing rapid degradation of the receptor.

European journal of biochemistry·1992
Same author

[Concept of hyperlipidemia and the clinical problems].

Nihon Naika Gakkai zasshi. The Journal of the Japanese Society of Internal Medicine·1992
Same author

Initial clinical experience with a single pass VDDR pacing system.

Pacing and clinical electrophysiology : PACE·1992

Related Experiment Video

Updated: Apr 28, 2026

Place and Response Learning in the Open-field Tower Maze
08:31

Place and Response Learning in the Open-field Tower Maze

Published on: October 28, 2015

9.9K

Conditional time-place learning.

D M Wilkie1, J A Carr, J Galloway

  • 1Department of Psychology, The University of British Columbia, Vancouver BC V6T 1Z4, Canada.

Behavioural Processes
|June 5, 2014
PubMed
Summary
This summary is machine-generated.

Animals organize memory by remembering where and when events happen. This study shows pigeons can learn time-place associations in a lab setting, demonstrating how environmental cues influence foraging behavior.

More Related Videos

Author Spotlight: Investigating the Impact of Aging on Hippocampal-Dependent Spatial Learning
06:03

Author Spotlight: Investigating the Impact of Aging on Hippocampal-Dependent Spatial Learning

Published on: February 16, 2024

2.9K
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

Related Experiment Videos

Last Updated: Apr 28, 2026

Place and Response Learning in the Open-field Tower Maze
08:31

Place and Response Learning in the Open-field Tower Maze

Published on: October 28, 2015

9.9K
Author Spotlight: Investigating the Impact of Aging on Hippocampal-Dependent Spatial Learning
06:03

Author Spotlight: Investigating the Impact of Aging on Hippocampal-Dependent Spatial Learning

Published on: February 16, 2024

2.9K
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

Area of Science:

  • Cognitive ethology
  • Animal behavior
  • Learning and memory

Background:

  • Spatial memory and temporal encoding are crucial for animal survival.
  • Foraging behavior, like gulls visiting worm sites after rain, suggests time-place learning.
  • This behavior may involve conditional discrimination, linking time and location.

Purpose of the Study:

  • To experimentally demonstrate conditional time-place learning in a controlled laboratory environment.
  • To investigate if pigeons can learn to associate specific locations with specific times and sequences.
  • To explore the influence of environmental regularities on time-place foraging strategies.

Main Methods:

  • Pigeons were trained to navigate to three distinct sites in a specific order.
  • Two different sequences of site visits were used.
  • Environmental cues, including room and test chamber signals, were employed to cue the sequences.
  • The task aimed to assess conditional time-place associative learning.

Main Results:

  • Pigeons successfully learned to perform the sequential site visits.
  • The birds demonstrated the ability to associate different orders of locations with specific environmental cues.
  • This indicates successful acquisition of conditional time-place associations.

Conclusions:

  • Conditional time-place learning can be effectively demonstrated and learned in a laboratory setting.
  • Environmental regularities, signaled by cues, play a significant role in modulating time-place foraging behavior.
  • These findings support the hypothesis that time-place memory is a form of conditional discrimination.