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

Purposive Learning01:22

Purposive Learning

265
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...
265
Associative Learning01:27

Associative Learning

797
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.
Classical conditioning, also known...
797
Cognitive Learning01:21

Cognitive Learning

788
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...
788
Learning Disabilities01:25

Learning Disabilities

347
Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...
347
Long-term Potentiation01:25

Long-term Potentiation

3.0K
Long-term potentiation, or LTP, is one of the ways by which synaptic plasticity—changes in the strength of chemical synapses—can occur in the brain. LTP is the process of synaptic strengthening that occurs over time between pre and postsynaptic neuronal connections. The synaptic strengthening of LTP works in opposition to the synaptic weakening of long-term depression (LTD) and together are the main mechanisms that underlie learning and memory.
Hebbian LTP
LTP can occur when...
3.0K
Long-term Potentiation01:35

Long-term Potentiation

56.8K
Long-term potentiation, or LTP, is one of the ways by which synaptic plasticity—changes in the strength of chemical synapses—can occur in the brain. LTP is the process of synaptic strengthening that occurs over time between pre- and postsynaptic neuronal connections. The synaptic strengthening of LTP works in opposition to the synaptic weakening of long-term depression (LTD) and together are the main mechanisms that underlie learning and memory.
56.8K

You might also read

Related Articles

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

Sort by
Same author

Acoustic Salience Drives Pupillary Dynamics in an Interrupted, Reverberant Task.

bioRxiv : the preprint server for biology·2026
Same author

Measuring age-related differences in phonetic gradiency with the visual analogue scale and eye tracking.

The Journal of the Acoustical Society of America·2026
Same author

Reverberation exacerbates effects of interruption on auditory spatial selective attention.

JASA express letters·2026
Same author

Word Learning in Aphasia: Does Time of Day Matter?

American journal of speech-language pathology·2026
Same author

Measuring brain sensitivity to semantic distance in spoken narrative comprehension.

Cortex; a journal devoted to the study of the nervous system and behavior·2026
Same author

Accented Speech Perception in Noise After Mild Traumatic Brain Injury.

Journal of speech, language, and hearing research : JSLHR·2025
Same journal

Testing the predictions of a distinctiveness model of memory: The production effect in backward recall.

Journal of experimental psychology. Learning, memory, and cognition·2026
Same journal

On the impact of adjacency on transposed-word effects under serial presentation.

Journal of experimental psychology. Learning, memory, and cognition·2026
Same journal

It's time to opt out: Metacognitive analysis of time regulation under uncertainty.

Journal of experimental psychology. Learning, memory, and cognition·2026
Same journal

The role of statistical learning in attentional guidance during search through naturalistic scenes.

Journal of experimental psychology. Learning, memory, and cognition·2026
Same journal

Representing objects and features in long-term memory: A case for direct feature-feature binding.

Journal of experimental psychology. Learning, memory, and cognition·2026
Same journal

Crossmodal correspondences influence adaptation during rule-based category learning of objects.

Journal of experimental psychology. Learning, memory, and cognition·2026
See all related articles

Related Experiment Video

Updated: Nov 5, 2025

Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques
08:05

Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques

Published on: June 30, 2020

7.8K

Boosting lexical support does not enhance lexically guided perceptual learning.

Sahil Luthra1, James S Magnuson1, Emily B Myers1

  • 1University of Connecticut.

Journal of Experimental Psychology. Learning, Memory, and Cognition
|May 13, 2021
PubMed
Summary
This summary is machine-generated.

Listeners can learn to interpret ambiguous speech sounds using word knowledge. However, the amount of preceding context, whether auditory or written, did not change how much they learned.

More Related Videos

Lexical Decision Task for Studying Written Word Recognition in Adults with and without Dementia or Mild Cognitive Impairment
06:48

Lexical Decision Task for Studying Written Word Recognition in Adults with and without Dementia or Mild Cognitive Impairment

Published on: June 25, 2019

9.4K
A Semantic Priming Event-related Potential ERP Task to Study Lexico-semantic and Visuo-semantic Processing in Autism Spectrum Disorder
08:17

A Semantic Priming Event-related Potential ERP Task to Study Lexico-semantic and Visuo-semantic Processing in Autism Spectrum Disorder

Published on: April 12, 2018

10.8K

Related Experiment Videos

Last Updated: Nov 5, 2025

Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques
08:05

Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques

Published on: June 30, 2020

7.8K
Lexical Decision Task for Studying Written Word Recognition in Adults with and without Dementia or Mild Cognitive Impairment
06:48

Lexical Decision Task for Studying Written Word Recognition in Adults with and without Dementia or Mild Cognitive Impairment

Published on: June 25, 2019

9.4K
A Semantic Priming Event-related Potential ERP Task to Study Lexico-semantic and Visuo-semantic Processing in Autism Spectrum Disorder
08:17

A Semantic Priming Event-related Potential ERP Task to Study Lexico-semantic and Visuo-semantic Processing in Autism Spectrum Disorder

Published on: April 12, 2018

10.8K

Area of Science:

  • Psycholinguistics
  • Auditory Perception
  • Speech Processing

Background:

  • Listeners must map acoustic speech signals to phonetic categories.
  • Lexically guided perceptual learning (LGPL) demonstrates that lexical knowledge aids this mapping.
  • Previous research shows listeners adapt to ambiguous sounds like /s/-/∫/ blends based on word context.

Purpose of the Study:

  • To investigate if the degree of lexical support influences the extent of perceptual learning.
  • To determine if auditory or written contextual cues modulate LGPL.
  • To examine the interaction between lexical information and acoustic-phonetic perception.

Main Methods:

  • A modified LGPL paradigm was used, involving initial bias and subsequent learning phases.
  • Experiments employed auditory and written sentence contexts preceding ambiguous speech tokens.
  • A control condition presented written target words or filler text before auditory tokens.

Main Results:

  • Consistent effects of context on immediate processing of critical words were observed.
  • The magnitude of perceptual learning was not significantly modulated by the type of preceding context (auditory, written, or none).
  • In-the-moment processing showed context effects, but long-term perceptual learning did not differ.

Conclusions:

  • Preceding context, whether auditory or written, does not appear to significantly enhance lexically guided perceptual learning.
  • When ambiguous speech sounds are readily identifiable from lexical information, additional contextual support may not be necessary.
  • The findings suggest that lexical information alone is a strong driver of perceptual learning in speech processing.