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

Implicit Memories01:24

Implicit Memories

602
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...
602
Long-Term Memory01:18

Long-Term Memory

888
Long-term memory is a relatively permanent type of memory, capable of storing vast amounts of information over extended periods. Its storage capacity is generally considered unlimited.
Long-term memory can be categorized into two primary types: explicit and implicit memory. Explicit memory, also known as declarative memory, involves the conscious recollection of information that we deliberately try to remember, recall, and articulate. This type of memory encompasses specific facts, events, and...
888
Interference and Decay01:16

Interference and Decay

580
Forgetting is a complex cognitive phenomenon influenced by several factors, among which interference and decay are particularly prominent. These processes explain why individuals often struggle to retrieve specific information from memory, leading to lapses in recall that can be observed in everyday situations.
Interference occurs when competing memories hinder the retrieval of particular information. It can be classified into two types: proactive and retroactive interference. Proactive...
580
System of Memory01:23

System of Memory

7.9K
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...
7.9K
Explicit Memories01:27

Explicit Memories

574
Explicit memories, also known as declarative memories, are consciously remembered, recalled, and reported. Studying for a chemistry exam involves material that will become part of explicit memory. There are two types of explicit memory: episodic and semantic.
Episodic memory contains information about personally experienced events and is reported as a story. An example of episodic memory is recalling a birthday celebration. This type of memory includes the what, where, and when of an event, as...
574
Storage01:23

Storage

490
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...
490

You might also read

Related Articles

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

Sort by
Same author

Cross-sectional online survey of the impact of new tobacco health warnings in Colombia.

BMJ open·2022
Same author

Lack of Automatic Vocal Response Learning While Reading Aloud.

Experimental psychology·2019
Same author

Incidental covariation learning leading to strategy change.

PloS one·2019
Same author

Mental capacity in Colombia: a comparison with the UK.

BJPsych international·2018
Same author

Berlin declaration on the quality of life for older adults: closing the gap between scientific knowledge and intervention.

European journal of ageing·2017
Same author

Tied to expectations: Predicting features speeds processing even under adverse circumstances.

Memory & cognition·2016
Same journal

Error Cancellation During Early Task Performance.

Experimental psychology·2026
Same journal

Test Format Matching Moderates the Forward Testing Effect.

Experimental psychology·2026
Same journal

Affective-Motivational Task Content and Stimulus Size Modulate Cognitive Control in Task Switching.

Experimental psychology·2026
Same journal

The Effect of Violent Virtual Avatar Experience on Players' Response Inhibition to Angry Expressions and Its Cognitive Neural Mechanisms.

Experimental psychology·2026
Same journal

Same Person, Different Personality?

Experimental psychology·2026
Same journal

Competition Matters!

Experimental psychology·2026
See all related articles

Related Experiment Video

Updated: Apr 7, 2026

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

9.2K

Temporal Stability of Implicit Sequence Knowledge: Implications for Single-system Models of Memory.

Ricardo Tamayo1, Peter A Frensch2

  • 11 Universidad Nacional de Colombia, Bogota, Colombia.

Experimental Psychology
|July 4, 2015
PubMed
Summary
This summary is machine-generated.

Implicit knowledge of sequential regularities is retained after 7 days, while explicit knowledge decays. This finding challenges single-system models of memory, suggesting a boundary condition for their explanatory power.

Keywords:
functional dissociationimplicit learningimplicit memoryprimingrecognitionsingle-system models

More Related Videos

Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm
06:35

Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm

Published on: April 28, 2016

35.9K
The Spatial Memory Game: Testing the Relationship Between Spatial Language, Object Knowledge, and Spatial Cognition
05:15

The Spatial Memory Game: Testing the Relationship Between Spatial Language, Object Knowledge, and Spatial Cognition

Published on: February 19, 2018

11.5K

Related Experiment Videos

Last Updated: Apr 7, 2026

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

9.2K
Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm
06:35

Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm

Published on: April 28, 2016

35.9K
The Spatial Memory Game: Testing the Relationship Between Spatial Language, Object Knowledge, and Spatial Cognition
05:15

The Spatial Memory Game: Testing the Relationship Between Spatial Language, Object Knowledge, and Spatial Cognition

Published on: February 19, 2018

11.5K

Area of Science:

  • Cognitive Psychology
  • Neuroscience
  • Memory Research

Background:

  • Previous studies indicate differing decay rates for explicit and implicit artificial grammar knowledge.
  • Sequential regularities in cognitive tasks are crucial for understanding learning and memory.

Purpose of the Study:

  • To investigate the forgetting patterns of implicit versus explicit knowledge of sequential regularities.
  • To test the applicability of single-system models to sequential knowledge decay.

Main Methods:

  • Participants engaged in a serial reaction time (SRT) task to learn sequential regularities.
  • Forgetting was assessed after a 7-day retention interval without rehearsal.
  • Data were modeled using a modified single-system framework.

Main Results:

  • Explicit knowledge of sequential regularities significantly decayed over 7 days.
  • Implicit knowledge of sequential regularities remained intact after the 7-day retention interval.
  • Model fitting indicated necessary modifications to parameters concerning knowledge strength and explicit test reliability.

Conclusions:

  • A dissociation exists in the forgetting of implicit and explicit sequential knowledge.
  • These findings represent a boundary condition for single-system memory models.
  • The results necessitate refinement of models explaining memory dissociations through constant random noise.