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Related Concept Videos

Cognitive Learning01:21

Cognitive Learning

508
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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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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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...
557
Per-Unit Sequence Models01:26

Per-Unit Sequence Models

115
An ideal Y-Y transformer, grounded through neutral impedances, displays per-unit sequence networks akin to those of a single-phase ideal transformer when subjected to balanced positive- or negative-sequence currents. These currents do not produce neutral currents, and their associated voltage drops.
Zero-sequence currents, which are identical in magnitude and phase, generate a neutral current, resulting in voltage drops across the neutral impedance and the low-voltage winding. If the...
115
Timing and Consequences on Behavior01:08

Timing and Consequences on Behavior

150
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...
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Language and Cognition01:27

Language and Cognition

434
Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.
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Related Experiment Video

Updated: Sep 6, 2025

The "Motor" in Implicit Motor Sequence Learning: A Foot-stepping Serial Reaction Time Task
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Cognitive control modulates the expression of implicit sequence learning: Congruency sequence and oddball-dependent

Nicoleta Prutean1, Taavi Wenk2, Alicia Leiva3

  • 1Mind, Brain and Behaviour Research Center.

Journal of Experimental Psychology. Human Perception and Performance
|June 23, 2022
PubMed
Summary
This summary is machine-generated.

Implicit sequence learning, where people learn patterns without awareness, is influenced by cognitive control. Oddball sounds disrupt this learning, suggesting control mechanisms are key, not just associative processes.

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Area of Science:

  • Cognitive Psychology
  • Neuroscience
  • Learning Sciences

Background:

  • Implicit sequence learning (ISL) investigates incidental skill acquisition.
  • Learners show faster, more accurate responses to sequential patterns, even without full awareness.
  • Recent research questions the automatic and rigid application of ISL knowledge.

Purpose of the Study:

  • To investigate the role of cognitive control in the expression of implicit sequence learning.
  • To differentiate between cognitive control and associative explanations for sequence learning effects.
  • To examine the impact of attentional stimuli on implicit sequence learning.

Main Methods:

  • Participants performed a covert task involving responding to target locations in a sequence.
  • Oddball sounds were introduced as an orthogonal variable to probe attentional and control influences.
  • A simple recurrent network (SRN) simulation was used to model associative processes.

Main Results:

  • Sequence learning effects were reduced following non-conforming trials, similar to the congruency sequence effect (CSE).
  • Oddball sounds hindered the automatic expression of sequence learning, creating an oddball-dependent sequence effect.
  • The observed CSE under noisy conditions was less likely to be explained by purely associative mechanisms.

Conclusions:

  • Cognitive control plays a significant role in modulating the expression of implicit sequence learning.
  • Attentional stimuli, like oddball sounds, can disrupt ISL, further implicating cognitive control.
  • Findings suggest that sequence learning effects, particularly under challenging conditions, involve more than simple associative learning.