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Related Concept Videos

Cognitive Learning01:21

Cognitive Learning

480
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...
480
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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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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Generalization, Discrimination, and Extinction01:24

Generalization, Discrimination, and Extinction

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Generalization, discrimination, and extinction are key concepts in operant conditioning that influence how behaviors are learned and maintained.
Generalization occurs when a behavior reinforced in one context is performed in similar situations. For instance, a student who studies diligently for calculus and receives excellent grades might apply the same study habits to psychology and history, expecting similar results. Generalization shows how learning in one setting can influence behavior in...
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Introduction to Learning01:18

Introduction to Learning

514
Learning is the process of acquiring knowledge or skills through practice or experience, leading to long-lasting behavioral changes. This acquisition occurs through interaction with the environment and requires practice or experience. For instance, mastering a skill such as surfing requires considerable practice and experience, highlighting the essential role of repeated interactions with the environment in learning.
In contrast to learned behaviors, unlearned behaviors such as crying, sexual...
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Avoidance Learning and Learned Helplessness01:14

Avoidance Learning and Learned Helplessness

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Avoidance learning and learned helplessness are critical concepts in understanding behavioral responses to negative stimuli.
Avoidance learning occurs when an organism learns that a specific behavior can prevent an unpleasant outcome. For example, a student who receives a bad grade may start studying harder to avoid future poor grades. This behavior persists even when the negative outcome is no longer present. Avoidance learning is powerful because it maintains behavior in the absence of the...
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Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques
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Comparing models of learning and relearning in large-scale cognitive training data sets.

Aakriti Kumar1, Aaron S Benjamin2, Andrew Heathcote3

  • 1University of California, Irvine, CA, USA.

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Long-term learning in natural settings involves skill development and task preparation. Rapid relearning after long breaks suggests interactive learning components are crucial for cognitive performance.

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Area of Science:

  • Cognitive Science
  • Psychology
  • Human-Computer Interaction

Background:

  • Laboratory studies of learning often oversimplify real-world practice schedules and durations.
  • Understanding naturalistic learning is essential for developing robust cognitive theories.

Purpose of the Study:

  • To investigate long-term cognitive learning and relearning in a naturalistic setting.
  • To model the mechanisms underlying sustained practice and performance after interruptions.

Main Methods:

  • Analysis of 39,157 individuals' performance on cognitive games over 5 years on the Lumosity platform.
  • Utilized a suite of computational models with increasing complexity to describe learning trajectories.
  • Examined relearning speed and patterns following varied practice break durations.

Main Results:

  • Long-term naturalistic learning is best explained by a combination of skill acquisition and task-set preparedness.
  • Rapid relearning after extended breaks (over 2 years) indicates interactive learning components.
  • Observed highly varied practice interruptions, offering a unique view of real-world learning dynamics.

Conclusions:

  • Naturalistic learning data provides a robust test for theoretical accounts of learning.
  • Interactive skill and task-set preparedness mechanisms are vital for long-term learning and relearning.
  • The learning sciences should more broadly incorporate naturalistic, long-term study designs.