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Related Concept Videos

Cognitive Learning01:21

Cognitive Learning

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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.
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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...
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Improving short-term memory can be achieved through techniques like chunking and rehearsal. Chunking involves organizing information into larger, more manageable units. This technique is particularly useful for information that exceeds the typical memory span of between five and nine items. For instance, logging into an online account with a password like "ta89vq0179gz" involves grouping letters and numbers into three chunks—ta89, vq01, and 79gz. It makes large amounts of...
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Controlled processes in human consciousness represent high-alert mental states where individuals deliberately focus their attention on achieving specific goals. Controlled processes can be seen in situations like mastering new technology, where a person might become so absorbed that they ignore surrounding distractions. Such processes involve selective attention, requiring one to concentrate on particular elements of experience while disregarding others. These are governed by executive...
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Purposive Learning01:22

Purposive Learning

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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

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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.
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Overlearned sequence and perceived time: possible involvement of attention.

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Area of Science:

  • Cognitive Psychology
  • Neuroscience
  • Psychophysics

Background:

  • Overlearned sequences create strong ordinal predictions.
  • Predictive processing influences perception, including time perception.
  • The role of predictions in perceived duration needs further investigation.

Purpose of the Study:

  • To investigate the impact of predictions from overlearned sequences on perceived duration.
  • To examine how sequence regularity (regular vs. random) affects duration judgments.
  • To determine if global context influences the effect of sequence predictability on time perception.

Main Methods:

  • Participants judged the duration of a target digit within sequences presented in either regular or random order.
  • The experimental design included variations in the overall context across blocks.
  • Data analysis focused on comparing perceived duration under different sequence and context conditions.

Main Results:

  • The target element in a regular sequence was perceived with relatively accurate duration, possibly due to attentional mechanisms.
  • Violation of an overlearned sequence led to duration underestimation, particularly when participants were aware of the violation.
  • Perceived duration of target elements in overlearned sequences was not affected by the global context.

Conclusions:

  • Predictive processes, particularly those related to overlearned sequences, significantly impact perceived duration.
  • Awareness of sequence violations plays a crucial role in temporal misperestimations.
  • The findings highlight the distinct effects of predictive mechanisms on time perception, independent of broader contextual influences.