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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.
Tolman introduced the idea that behavior is influenced by...
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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.
Classical conditioning, also known...
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Implicit Memories01:24

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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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Observational Learning01:12

Observational Learning

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Albert Bandura's observational learning, also known as imitation or modeling, occurs when a person observes and imitates another's behavior. It is a quicker process than operant conditioning. A well-known example is the Bobo doll study, where children who saw an adult acting aggressively towards the doll were more likely to act aggressively when left alone, compared to those who observed a nonaggressive adult. Many psychologists view observational learning as a form of latent learning...
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Real-World Application of Classical Conditioning01:15

Real-World Application of Classical Conditioning

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Classical conditioning not only includes the initial pairing of stimuli but also extends to more complex forms, such as higher-order conditioning. Higher-order conditioning involves creating associations beyond the primary conditioned stimulus, resulting in a chain of conditioned responses.
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Implicit learning of a response-contingent task.

Injae Hong1, Su Keun Jeong2,3, Min-Shik Kim4

  • 1Department of Psychology, Yonsei University, Yonsei-ro 50 Seodaemun-gu, Seoul, Republic of Korea.

Attention, Perception & Psychophysics
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Summary
This summary is machine-generated.

Responses can implicitly guide cognitive control, activating task-sets without conscious awareness. This "cueing by response" phenomenon demonstrates how actions can shape future task selection.

Keywords:
Consciousness and unconsciousnessCueing by responseImplicit learningTask-set

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Area of Science:

  • Cognitive Psychology
  • Neuroscience
  • Human Behavior

Background:

  • Previous research identified "cueing by response" where response speed guides attention.
  • The role of responses in implicitly inducing cognitive control and task-set selection remained unclear.

Purpose of the Study:

  • To investigate if responses can implicitly activate cognitive control mechanisms.
  • To determine if responses can initiate the selection and implementation of task-sets without explicit cues.

Main Methods:

  • Participants were trained on tasks associated with specific cues.
  • A response-contingent group had their next task determined by their previous response.
  • A random group had their next task determined randomly; task cues were removed in a testing phase.

Main Results:

  • The response-contingent group demonstrated significantly higher accuracy in selecting correct tasks compared to the random group and chance.
  • This indicates that responses effectively cued the appropriate task-sets.
  • Perceptual stimuli did not influence this response-based task cueing.

Conclusions:

  • Responses can serve as implicit cues to activate cognitive control and task-sets.
  • Top-down control can operate unconsciously, utilizing response-based cues.
  • This finding offers a novel mechanism for how actions influence cognitive processes.