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

Statistical Significance01:50

Statistical Significance

21.9K
Once data is collected from both the experimental and the control groups, a statistical analysis is conducted to find out if there are meaningful differences between the two groups. A statistical analysis determines how likely any difference found is due to chance (and thus not meaningful). In psychology, group differences are considered meaningful, or significant, if the odds that these differences occurred by chance alone are 5 percent or less. Stated another way, if we repeated this...
21.9K
Timing and Consequences on Behavior01:08

Timing and Consequences on Behavior

398
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. 
Humans, however, can respond to delayed reinforcers. We often make decisions between immediate small rewards and delayed larger rewards. This ability to delay gratification is a significant...
398
Probability in Statistics01:14

Probability in Statistics

23.5K
Probability is the likelihood of an event occurring. The term event is defined as a collection of results of a procedure. An event is a simple event when an outcome cannot be divided into simpler parts.
An example of a simple event is a coin toss. The result of a coin toss is either a head or a tail. Here, head and tail are two simple events. These two simple events make up the sample space. Further, the probability of an event occurring falls within the range of 0 to 1. The probability of an...
23.5K
Introduction to Statistics01:17

Introduction to Statistics

64.1K
The science of statistics involves collecting, analyzing, interpreting, and presenting data. The method of collecting, organizing, and summarizing data is called descriptive statistics. The systematic method of drawing inferences from the sample data and predicting unknown characteristics of a population is called inferential statistics.
In statistics, the collection of individuals or objects under study is called population. The idea of sampling is to select a portion of the larger population...
64.1K
Statistical Analysis: Overview01:11

Statistical Analysis: Overview

16.6K
When we take repeated measurements on the same or replicated samples, we will observe inconsistencies in the magnitude. These inconsistencies are called errors. To categorize and characterize these results and their errors, the researcher can use statistical analysis to determine the quality of the measurements and/or suitability of the methods.
One of the most commonly used statistical quantifiers is the mean, which is the ratio between the sum of the numerical values of all results and the...
16.6K
Identifying Statistically Significant Differences: The F-Test01:14

Identifying Statistically Significant Differences: The F-Test

3.8K
The F-test is used to compare two sample variances to each other or compare the sample variance to the population variance. It is used to decide whether an indeterminate error can explain the difference in their values. The underlying assumptions that allow the use of the F-test include the data set or sets are normally distributed, and the data sets are independent of each other. The test statistic F is calculated by dividing one variance by another. In other words, the square of one standard...
3.8K

You might also read

Related Articles

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

Sort by
Same author

Inattention over time-on-task: the role of motivation in mitigating temporal increases in media multitasking.

Frontiers in cognition·2026
Same author

Agency, frustration, and the experience of boredom.

Consciousness and cognition·2025
Same author

Effort and boredom shape our experience of time.

Neuroscience and biobehavioral reviews·2025
Same author

Evidence from pupillometry, fMRI, and RNN modelling shows that gain neuromodulation mediates task-relevant perceptual switches.

eLife·2025
Same author

Boredom signals deviation from a cognitive homeostatic set point.

Communications psychology·2025
Same author

"I Am Easily Bored." Analysis of a Single Item Measure of Boredom.

The Journal of psychology·2024

Related Experiment Video

Updated: Feb 5, 2026

Electroencephalography Network Indices as Biomarkers of Upper Limb Impairment in Chronic Stroke
06:37

Electroencephalography Network Indices as Biomarkers of Upper Limb Impairment in Chronic Stroke

Published on: July 14, 2023

1.3K

Statistical Learning Impairments as a Consequence of Stroke.

Albulena Shaqiri1, James Danckert2, Lauren Burnett2

  • 1Laboratory of Psychophysics, Brain Mind Institute, School of Life Sciences, École Polytechnique Fédérale de Lausanne, Lausanne, Switzerland.

Frontiers in Human Neuroscience
|September 14, 2018
PubMed
Summary

Statistical learning, the implicit learning of sequential stimuli, is impaired by brain injury in both young and elder adults. This capacity limitation is attenuated with age but unaffected by aphasia or general cognitive deficits.

Keywords:
languageneglectrehabilitationstatistical learningstroke

More Related Videos

Using Zebrafish Larvae to Study the Pathological Consequences of Hemorrhagic Stroke
06:36

Using Zebrafish Larvae to Study the Pathological Consequences of Hemorrhagic Stroke

Published on: June 5, 2019

8.8K
A Machine Learning Approach to Design an Efficient Selective Screening of Mild Cognitive Impairment
12:18

A Machine Learning Approach to Design an Efficient Selective Screening of Mild Cognitive Impairment

Published on: January 11, 2020

8.1K

Related Experiment Videos

Last Updated: Feb 5, 2026

Electroencephalography Network Indices as Biomarkers of Upper Limb Impairment in Chronic Stroke
06:37

Electroencephalography Network Indices as Biomarkers of Upper Limb Impairment in Chronic Stroke

Published on: July 14, 2023

1.3K
Using Zebrafish Larvae to Study the Pathological Consequences of Hemorrhagic Stroke
06:36

Using Zebrafish Larvae to Study the Pathological Consequences of Hemorrhagic Stroke

Published on: June 5, 2019

8.8K
A Machine Learning Approach to Design an Efficient Selective Screening of Mild Cognitive Impairment
12:18

A Machine Learning Approach to Design an Efficient Selective Screening of Mild Cognitive Impairment

Published on: January 11, 2020

8.1K

Area of Science:

  • Cognitive Psychology
  • Neuroscience
  • Developmental Psychology

Background:

  • Statistical learning is the implicit acquisition of patterns in sequential data, crucial for language and attention.
  • Its developmental trajectory and impact of neurological conditions remain underexplored.
  • Understanding these factors is vital for cognitive function and rehabilitation.

Purpose of the Study:

  • To investigate how age and brain injury affect statistical learning capacity.
  • To determine if statistical learning impairments in brain-injured patients are linked to aphasia or other cognitive deficits.

Main Methods:

  • An auditory statistical learning task was administered to young controls, healthy elders, and patients with left or right hemispheric brain injury.
  • Participants passively listened to artificial languages defined by syllable transition probabilities.
  • Learning was assessed via a forced-choice test on familiar words.

Main Results:

  • Younger participants demonstrated a learning capacity limitation, with reduced learning for a second language compared to the first.
  • This limitation was attenuated in older adults.
  • Patients with left or right brain damage exhibited significantly impaired statistical learning.
  • The impairment was independent of aphasia or general cognitive deficits.

Conclusions:

  • Statistical learning capacity is affected by both age and brain injury.
  • Brain injury leads to significant statistical learning deficits, irrespective of lesion side.
  • These findings highlight the importance of statistical learning in daily function and suggest potential targets for neurorehabilitation strategies.