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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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Related Experiment Video

Updated: Feb 28, 2026

Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques
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Action-effects enhance explicit sequential learning.

Sarah Esser1, Hilde Haider2

  • 1General Psychology 1, Department of Psychology, University of Cologne, Cologne, Germany. Sarah.esser@uni-koeln.de.

Psychological Research
|June 18, 2017
PubMed
Summary
This summary is machine-generated.

Contingent action-effect associations, where a response immediately triggers a sensory feedback, significantly enhance explicit sequence knowledge. Delayed or non-contingent feedback does not improve this explicit learning.

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Area of Science:

  • Cognitive Psychology
  • Neuroscience
  • Motor Learning

Background:

  • Action-effect associations are known to improve implicit motor sequence learning.
  • Previous research suggested a potential role for action-effect learning in explicit knowledge acquisition during implicit learning.

Purpose of the Study:

  • To directly investigate the impact of manipulating action-effect contingencies on explicit sequence knowledge.
  • To determine if immediate, contingent sensory feedback is crucial for enhancing explicit learning within an implicit task.

Main Methods:

  • A Serial Reaction Time Task was employed with four participant groups.
  • Groups differed in the timing and contingency of melodic effect tones following key presses.
  • Control group received no effect tones.

Main Results:

  • Only the group receiving immediate, contingent effect tones showed a significant increase in explicit sequence knowledge.
  • Delayed or non-contingent effect tones did not enhance explicit learning.
  • The control group demonstrated no improvement in explicit knowledge.

Conclusions:

  • Immediate, contingent action-effect associations are critical for the development of explicit sequence knowledge.
  • Findings support the role of multi-modal action-effect structures and the ideomotor principle in action control and learning.