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

Cognitive Learning01:21

Cognitive Learning

474
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...
474
Associative Learning01:27

Associative Learning

503
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...
503
Motor and Sensory Areas of the Cortex01:14

Motor and Sensory Areas of the Cortex

4.2K
The cerebral cortex, the brain's outermost layer, is pivotal in processing complex cognitive tasks, emotions, and various sensory inputs and executing voluntary motor activities. This intricate structure is divided into three primary functional areas: the motor areas, sensory areas, and association areas.
Motor Areas
The motor areas located in the frontal lobe are central to controlling voluntary movements. This region is further subdivided into the primary motor cortex and the premotor cortex....
4.2K
Higher Mental Functions of Brain: Learning and Memory01:26

Higher Mental Functions of Brain: Learning and Memory

931
Memory is one of the most vital higher mental functions of the brain. Memory is closely related to learning because it enables us to retain information and experiences from our past to use them in our present life. It also helps us to remember facts, events, and skills, such as riding a bike or swimming. There are two types of memory — declarative memory, which involves memorizing facts or events, and procedural memory, which enables us to remember how to do something like writing or...
931
Visual Agnosia01:12

Visual Agnosia

268
Visual agnosia is a condition characterized by the inability to recognize visually presented objects despite having normal vision. For instance, a person with visual agnosia can describe the shape and color of an object but cannot identify or name it. This impairment does not affect their visual field, acuity, color vision, brightness discrimination, language, or memory. An example of this condition in a social setting is someone at a dinner party asking for "that silver thing with a round...
268
Working Memory01:24

Working Memory

411
Working memory refers to a combination of components, including short-term memory and attention, that allow an individual to hold information temporarily as we perform cognitive tasks. It is an essential cognitive function that enables the execution of complex tasks such as problem-solving, comprehension, and reasoning. Unlike short-term memory, which simply involves the storage of information for a brief period, working memory involves the active manipulation and processing of this...
411

You might also read

Related Articles

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

Sort by
Same author

Auditory category encoding of human voice is distributed across superior temporal gyrus but converges with critical speech perception networks in posterior regions.

NeuroImage·2026
Same author

Revisiting the auditory hemodynamic response function in the era of fast fMRI.

bioRxiv : the preprint server for biology·2026
Same author

Transfer of statistical learning from speech perception to production generalizes to reading.

Psychonomic bulletin & review·2026
Same author

Speech motor control is not sequestered from general auditory processes.

Journal of experimental psychology. General·2026
Same author

Exposure to an accent transfers to speech production in a single shot.

Cognition·2025
Same author

Accented speech modulates multiple event-related potential components across multiple levels of language processing.

Communications psychology·2025

Related Experiment Video

Updated: Aug 17, 2025

Defining the Role Of Language in Infants' Object Categorization with Eye-tracking Paradigms
07:31

Defining the Role Of Language in Infants' Object Categorization with Eye-tracking Paradigms

Published on: February 8, 2019

6.6K

Incidental auditory category learning and visuomotor sequence learning do not compete for cognitive resources.

Yafit Gabay1,2, Michelle Madlansacay3, Lori L Holt3,4

  • 1Department of Special Education, University of Haifa, Haifa, Israel. ygabay@edu.haifa.ac.il.

Attention, Perception & Psychophysics
|December 12, 2022
PubMed
Summary

Statistical learning across simultaneous regularities is possible without competition. Visuomotor sequence learning and auditory category learning do not compete for cognitive resources, suggesting shared processing capabilities.

Keywords:
Dual taskIncidental auditory category learningOvershadowingStatistical learningVisuomotor sequence learning

More Related Videos

Experience is Instrumental in Tuning a Link Between Language and Cognition: Evidence from 6- to 7- Month-Old Infants' Object Categorization
05:35

Experience is Instrumental in Tuning a Link Between Language and Cognition: Evidence from 6- to 7- Month-Old Infants' Object Categorization

Published on: April 19, 2017

6.7K
The "Motor" in Implicit Motor Sequence Learning: A Foot-stepping Serial Reaction Time Task
10:39

The "Motor" in Implicit Motor Sequence Learning: A Foot-stepping Serial Reaction Time Task

Published on: May 3, 2018

8.6K

Related Experiment Videos

Last Updated: Aug 17, 2025

Defining the Role Of Language in Infants' Object Categorization with Eye-tracking Paradigms
07:31

Defining the Role Of Language in Infants' Object Categorization with Eye-tracking Paradigms

Published on: February 8, 2019

6.6K
Experience is Instrumental in Tuning a Link Between Language and Cognition: Evidence from 6- to 7- Month-Old Infants' Object Categorization
05:35

Experience is Instrumental in Tuning a Link Between Language and Cognition: Evidence from 6- to 7- Month-Old Infants' Object Categorization

Published on: April 19, 2017

6.7K
The "Motor" in Implicit Motor Sequence Learning: A Foot-stepping Serial Reaction Time Task
10:39

The "Motor" in Implicit Motor Sequence Learning: A Foot-stepping Serial Reaction Time Task

Published on: May 3, 2018

8.6K

Area of Science:

  • Cognitive Psychology
  • Neuroscience
  • Learning Sciences

Background:

  • The environment contains regularities that can guide behavior through learning.
  • Understanding statistical learning, especially across simultaneous regularities, is crucial but underexplored.
  • Previous research has not fully elucidated how individuals learn and utilize multiple environmental regularities concurrently.

Purpose of the Study:

  • To investigate statistical learning across simultaneous regularities in two distinct domains: visuomotor sequence learning and auditory category learning.
  • To determine if learning across simultaneous regularities competes for cognitive resources or associative strength.
  • To explore potential commonalities in cognitive resources and neural networks underlying these learning phenomena.

Main Methods:

  • Employed the serial reaction time (SRT) task for visuomotor sequence learning and the systematic multimodal association reaction time (SMART) task for auditory category learning.
  • Utilized dual-task conditions to compare learning of individual regularities versus simultaneous regularities.
  • Assessed learning outcomes when the informational value of one regularity was reduced by a concurrent regularity.

Main Results:

  • Learning occurred effectively across simultaneous regularities, even when one regularity's informational value was diminished.
  • Simultaneous regularities did not compete for associative strength, unlike in overshadowing effects.
  • Visuomotor sequence learning and auditory category learning did not compete for common cognitive resources; learning was comparable in isolation and dual-task conditions.

Conclusions:

  • Individuals can learn and utilize multiple simultaneous regularities without interference or competition for associative strength.
  • Visuomotor and auditory statistical learning appear to draw on distinct cognitive resources, not competing for a shared pool.
  • These findings suggest that the cognitive architecture supports parallel processing of simultaneous regularities across different sensory and motor domains.