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Related Concept Videos

Implicit Memories01:24

Implicit Memories

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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...
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Associative Learning01:27

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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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Stereotypes, Prejudice, and Discrimination02:55

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Humans are very diverse and although we share many similarities, we also have many differences. The social groups we belong to help form our identities (Tajfel, 1974). These differences may be difficult for some people to reconcile, which may lead to prejudice toward people who are different. Prejudice is a negative attitude and feeling toward an individual based solely on one’s membership in a particular social group (Allport, 1954; Brown, 2010). Prejudice is common against people who...
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Per-Unit Sequence Models01:26

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An ideal Y-Y transformer, grounded through neutral impedances, displays per-unit sequence networks akin to those of a single-phase ideal transformer when subjected to balanced positive- or negative-sequence currents. These currents do not produce neutral currents, and their associated voltage drops.
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Timing and Consequences on Behavior01:08

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In operant conditioning, the timing of reinforcement is crucial. For animals like rats and cats, immediate reinforcement (within a few seconds) is much more effective than delayed reinforcement. For example, a food reward for a rat needs to follow within 30 seconds of pressing a bar to be effective. 
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Hindsight Biases01:12

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Hindsight bias leads you to believe that the event you just experienced was predictable, even though it really wasn’t. In other words, you knew all along that things would turn out the way they did. Can you relate this to the phrase "Hindsight is 20/20" now? 
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Related Experiment Video

Updated: Apr 18, 2026

The "Motor" in Implicit Motor Sequence Learning: A Foot-stepping Serial Reaction Time Task
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Event simultaneity does not eliminate age deficits in implicit probabilistic sequence learning.

Alissa B Forman-Alberti, Kendra L Seaman, Darlene V Howard

    International Journal of Aging & Human Development
    |January 28, 2015
    PubMed
    Summary
    This summary is machine-generated.

    Older adults show deficits in learning probabilistic sequences, even when events are displayed simultaneously. This suggests an age-related decline in associative learning, not just general processing speed.

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    Area of Science:

    • Cognitive Neuroscience
    • Human Aging Research

    Background:

    • Age-related deficits are observed in learning subtle probabilistic sequential relationships.
    • Previous sequence learning studies typically present events successively, not simultaneously.

    Purpose of the Study:

    • To investigate age-related deficits in sequence learning when predictive events are displayed simultaneously.
    • To determine if age differences in sequence learning are due to associative learning deficits.

    Main Methods:

    • A modified Triplets Learning Task was employed.
    • Twelve young and 12 old adults participated.
    • Participants observed two cue events and responded to a target event, with all events remaining visible until response.

    Main Results:

    • Age deficits in sequence learning persisted even with simultaneous event display.
    • Learning was indicated by faster, more accurate responses to high-probability targets.

    Conclusions:

    • Age-related deficits in sequence learning are evident even when stimuli are presented simultaneously.
    • These findings suggest an age-related deficit in associative learning, rather than solely general processing declines.