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Related Concept Videos

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...
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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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Introduction to Learning01:18

Introduction to Learning

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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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Generalization, Discrimination, and Extinction01:24

Generalization, Discrimination, and Extinction

682
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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Associative Learning01:27

Associative Learning

474
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...
474
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...
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The "Motor" in Implicit Motor Sequence Learning: A Foot-stepping Serial Reaction Time Task
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Repetition learning is neither a continuous nor an implicit process.

Philipp Musfeld1, Alessandra S Souza1,2, Klaus Oberauer1

  • 1Department of Psychology, Cognitive Psychology, University of Zurich, Zurich CH-8050, Switzerland.

Proceedings of the National Academy of Sciences of the United States of America
|April 11, 2023
PubMed
Summary
This summary is machine-generated.

Repetition learning in memory is not implicit. Individual learning curves show rapid growth after an awareness of repetition, challenging the idea of gradual learning from repeated exposure.

Keywords:
Hebb repetition effectimplicit learninglong-term memoryrepetition learningworking memory

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Area of Science:

  • Cognitive Psychology
  • Neuroscience
  • Learning Sciences

Background:

  • The Hebb repetition effect demonstrates improved recall for repeatedly presented lists.
  • Previous research suggested Hebbian learning is implicit and gradual, based on group data.
  • This aligns with a slow accumulation of long-term memory traces over repetitions.

Purpose of the Study:

  • To investigate individual differences in Hebb repetition learning curves.
  • To determine if Hebbian learning is implicit or requires awareness.
  • To re-evaluate the nature of learning from repetition at the individual level.

Main Methods:

  • Utilized Bayesian hierarchical mixture modeling to analyze individual learning trajectories.
  • Conducted two preregistered experiments with visual and verbal Hebb repetition tasks.
  • Focused on detailed analysis of individual performance patterns rather than group averages.

Main Results:

  • Individual learning curves exhibited an abrupt onset followed by rapid performance improvement.
  • The timing of learning onset varied significantly across participants.
  • Awareness of the repetition preceded or coincided with the onset of learning.

Conclusions:

  • Hebbian repetition learning is not an implicit process as previously assumed.
  • The apparent gradual learning observed in group data is an artifact of averaging individual curves.
  • Awareness plays a crucial role in the initiation of Hebbian learning.