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Related Concept Videos

Cognitive Learning01:21

Cognitive Learning

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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.
Tolman introduced the idea that behavior is influenced by...
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Parallel Processing01:20

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The brain processes sensory information rapidly due to parallel processing, which involves sending data across multiple neural pathways at the same time. This method allows the brain to manage various sensory qualities, such as shapes, colors, movements, and locations, all concurrently. For instance, when observing a forest landscape, the brain simultaneously processes the movement of leaves, the shapes of trees, the depth between them, and the various shades of green. This enables a quick and...
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Perception01:28

Perception

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Perception is a fundamental psychological process that enables individuals to organize, interpret, and consciously experience sensory information. This process is crucial for understanding and interacting with the world around us. It includes both bottom-up and top-down processing, each playing a distinct role in how we perceive our environment.
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Purposive Learning01:22

Purposive Learning

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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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Gestalt Principles of Perception01:21

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Gestalt principles provide a framework for understanding how humans perceive objects as unified wholes within their context. These principles are essential in explaining the cognitive processes that make sense of complex visual stimuli by organizing them into coherent groups. One fundamental principle is proximity, which posits that objects located close to each other are perceived as a collective group. For instance, when dots are positioned near one another, the visual system interprets them...
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Observational Learning01:12

Observational Learning

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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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Creating Objects and Object Categories for Studying Perception and Perceptual Learning
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Creating Objects and Object Categories for Studying Perception and Perceptual Learning

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Instruction-driven processing in human perceptual learning.

Anton Navarro1, Naiara Arriola1, Gumersinda Alonso1

  • 1a Departamento de Procesos Psicologicos Básicos y su Desarrollo , University of the Basque Country, UPV/EHU , San Sebastian , Spain.

Quarterly Journal of Experimental Psychology (2006)
|September 5, 2015
PubMed
Summary
This summary is machine-generated.

The intermixed-blocked effect in humans is driven by instructions to search for differences, not unsupervised mechanisms. This suggests controlled processing, not habituation, underlies this cognitive phenomenon.

Keywords:
HumansIntermixedPerceptual learningPre-exposureSearch strategyVisual stimuli

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Area of Science:

  • Cognitive Psychology
  • Human Behavior Research

Background:

  • The intermixed-blocked effect describes how performance varies based on stimulus presentation order.
  • Previous research has not clearly distinguished between controlled and unsupervised mechanisms contributing to this effect.

Purpose of the Study:

  • To investigate the role of controlled versus unsupervised mechanisms in the intermixed-blocked effect.
  • To determine if explicit instructions influence the occurrence of the intermixed-blocked effect.

Main Methods:

  • Experiment 1: Participants received instructions to search for differences between stimuli.
  • Experiments 2 & 3: Participants observed stimuli or performed a masking task without difference-search instructions.
  • Compared outcomes to test search strategy versus short-term habituation hypotheses.

Main Results:

  • The intermixed-blocked effect was observed only when participants were instructed to search for differences.
  • No intermixed-blocked effect was found in experiments without difference-search instructions.
  • Evidence supported a search strategy hypothesis over a short-term habituation mechanism.

Conclusions:

  • The intermixed-blocked effect in humans is primarily driven by instruction-guided controlled processing.
  • A new account of the intermixed-blocked effect based on instruction-driven search is proposed.
  • This framework may explain existing findings in human cognitive literature.