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Related Concept Videos

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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Cognitive Learning01:21

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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.
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Subconsciousness and No Awareness01:15

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The concept of subconscious awareness refers to the processing of information below the level of conscious thought, which significantly influences both behaviors and decisions. It is also known as waking subconscious awareness. This complex level of cognition operates without the direct awareness of the individual, facilitating rapid and simultaneous handling of multiple information streams.
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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.
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Associative Learning01:27

Associative Learning

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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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Controlled processes in human consciousness represent high-alert mental states where individuals deliberately focus their attention on achieving specific goals. Controlled processes can be seen in situations like mastering new technology, where a person might become so absorbed that they ignore surrounding distractions. Such processes involve selective attention, requiring one to concentrate on particular elements of experience while disregarding others. These are governed by executive...
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Related Experiment Video

Updated: Dec 11, 2025

Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques
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Statistical learning in the absence of explicit top-down attention.

Dock Duncan1, Jan Theeuwes1

  • 1Department of Experimental and Applied Psychology, Vrije Universiteit Amsterdam, Amsterdam, the Netherlands; Institute Brain and Behavior Amsterdam (iBBA), the Netherlands.

Cortex; a Journal Devoted to the Study of the Nervous System and Behavior
|August 18, 2020
PubMed
Summary

Visual statistical learning can occur without directed attention. Participants learned location-based regularities during an unrelated task, demonstrating this learning influenced subsequent attentional suppression, even without explicit goals.

Keywords:
AttentionDistractor suppressionHabituationStatistical learningTop-down/bottom-up

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Area of Science:

  • Cognitive Psychology
  • Neuroscience
  • Visual Perception

Background:

  • Statistical learning of environmental regularities can bias attentional selection.
  • Attentional capture by salient objects can be reduced by suppressing likely distractor locations.
  • The necessity of attention for learning these contingencies remains unclear.

Purpose of the Study:

  • To investigate if statistical regularities can be learned without attention being directed to them.
  • To determine if learning occurs even when regularities are irrelevant to top-down goals.

Main Methods:

  • Utilized the additional singleton paradigm with a frequently appearing color singleton in one location.
  • Participants performed an unrelated task, exposing them to location-based regularities.
  • Assessed learning by observing suppression effects in a subsequent search task.

Main Results:

  • Participants demonstrated a suppression effect based on previously learned contingencies.
  • This suppression occurred after exposure to regularities during a task without targets or distractors.
  • Learned contingencies influenced attentional suppression in a new task.

Conclusions:

  • Visual statistical learning can occur independently of top-down attention.
  • Environmental regularities are learned even when not the focus of attention or goal-directed behavior.