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Related Concept Videos

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.
One key aspect of implicit...
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High-Level and Low-Level Awareness01:19

High-Level and Low-Level Awareness

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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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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.
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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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Interference and Decay01:16

Interference and Decay

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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.
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Long-Term Memory01:18

Long-Term Memory

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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.
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Related Experiment Video

Updated: Nov 23, 2025

The "Motor" in Implicit Motor Sequence Learning: A Foot-stepping Serial Reaction Time Task
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Attention need not always apply: Mind wandering impedes explicit but not implicit sequence learning.

Nicholaus P Brosowsky1, Samuel Murray1, Jonathan W Schooler2

  • 1Department of Psychology and Neuroscience, Duke University, Durham, NC, USA.

Cognition
|December 31, 2020
PubMed
Summary

Mind wandering (task-unrelated thought) impairs explicit learning but not implicit learning, supporting the attentional resources account. Performance improves with increased mind wandering depth as tasks become automated.

Keywords:
Implicit learningInattentionMind wanderingSerial reaction time task

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Area of Science:

  • Cognitive Psychology
  • Neuroscience

Background:

  • The attentional resources account posits that mind wandering competes with focal tasks for limited attentional resources.
  • Understanding the relationship between mind wandering and task performance is crucial for cognitive theories.

Purpose of the Study:

  • To test if mind wandering interferes with tasks not requiring attentional resources.
  • To examine if performance improves and mind wandering deepens as tasks become automated.

Main Methods:

  • A serial reaction time task was employed with two groups: implicit learning and explicit learning.
  • Depth of mind wandering and learning performance were measured for both groups.

Main Results:

  • Mind wandering depth negatively correlated with explicit learning but not implicit learning.
  • Overall task performance improved concurrently with an increase in mind wandering depth.

Conclusions:

  • Mind wandering impairs explicit learning, consistent with attentional load effects.
  • Implicit learning remains unaffected by mind wandering, supporting its resource independence.
  • Findings align with the attentional resources account, differentiating effects based on learning type.