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Related Concept Videos

Cognitive Learning01:21

Cognitive Learning

461
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...
461
Purposive Learning01:22

Purposive Learning

174
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...
174

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Quantifying Learning in Young Infants: Tracking Leg Actions During a Discovery-learning Task
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Exploring in a climbing task during a learning protocol: a complex sense-making process.

Clément Ganachaud1, Caroline Ganière2, Guillaume Hacques3

  • 1University of Rouen Normandy, CETAPS, 76000, Rouen, France. clement.ganachaud@univ-rouen.fr.

Psychological Research
|April 7, 2023
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Summary
This summary is machine-generated.

Learners

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Area of Science:

  • Perceptual-motor learning
  • Skill acquisition
  • Motor control and learning

Background:

  • Constant and variable practice influence skill transfer in perceptual-motor learning.
  • Learner sense-making of practice conditions during skill acquisition is not well understood.
  • Exploratory activity is key to effective skill transfer and adaptation.

Purpose of the Study:

  • To analyze learner experiences within different practice conditions during climbing.
  • To investigate how these experiences relate to exploratory activity and skill transfer.
  • To understand the sense-making processes underlying practice condition effects.

Main Methods:

  • Twelve participants were assigned to Constant practice, Imposed Novelty, or Chosen Novelty groups.
  • Participants climbed control and transfer routes before and after a 10-session protocol.
  • Self-confrontation interviews and thematic/hierarchical cluster analysis identified phenomenological clusters (PhC).

Main Results:

  • Seven phenomenological clusters (PhC) reflecting meaningful exploratory activity were identified.
  • Significant differences in PhC distribution were found across learning sessions, route types, and practice groups.
  • The Chosen Novelty group showed distinct PhC patterns compared to Constant and Imposed Novelty groups.

Conclusions:

  • Exploration in skill acquisition is a complex sense-making process influenced by practice conditions.
  • Learner experiences, intentions, perceptions, and actions jointly shape exploratory activity.
  • Understanding these processes can optimize practice design for improved skill transfer.