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

Purposive Learning01:22

Purposive Learning

119
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...
119
Cognitive Learning01:21

Cognitive Learning

240
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...
240
Observational Learning01:12

Observational Learning

171
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...
171
Associative Learning01:27

Associative Learning

358
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...
358
Implicit Memories01:24

Implicit Memories

130
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...
130
Steps in the Modeling Process01:14

Steps in the Modeling Process

205
Albert Bandura's theory of observational learning identifies four critical processes: attention, retention, motor reproduction, and reinforcement or motivation.
Attention is the first necessary component for observational learning. It involves focusing on what the model is doing and saying. For example, if you decide to take a drawing class to enhance your skills, you need to pay close attention to the instructor's words and hand movements. The characteristics of the model significantly...
205

You might also read

Related Articles

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

Sort by
Same author

Encoding neural representations of time-continuous stimulus-response transformations in the human brain with advanced deep neural networks.

Imaging neuroscience (Cambridge, Mass.)·2026
Same author

Probing the causal contribution of premotor and parietal cortex in habit formation and expression.

Cerebral cortex (New York, N.Y. : 1991)·2026
Same author

Progressive Changes Between Thalamic Nuclei and Cortical Networks Across Stimulus-Response Learning.

Human brain mapping·2025
Same author

Correction to: Initial learning in the brain: From rules to action.

Imaging neuroscience (Cambridge, Mass.)·2025
Same author

Initial learning in the brain: From rules to action.

Imaging neuroscience (Cambridge, Mass.)·2025
Same author

Avoidance habit learning in adolescents and young women with anorexia nervosa: an fMRI study.

Journal of child psychology and psychiatry, and allied disciplines·2025
Same journal

EXPRESS: Age-related Differences in Recognition Memory for Discourse: The Case of Modified Words, Competitors, and Related Lures.

Quarterly journal of experimental psychology (2006)·2026
Same journal

EXPRESS: Exaggerated Self-Referencing in Body Dysmorphic Disorder.

Quarterly journal of experimental psychology (2006)·2026
Same journal

EXPRESS: Post-Error Adjustments: The role of Response Stimulus Intervals and error placement.

Quarterly journal of experimental psychology (2006)·2026
Same journal

Mitigating the Low Prevalence Effect: Role of Removing Explicit "Target-Absent" Responses in Visual Search.

Quarterly journal of experimental psychology (2006)·2026
Same journal

Visual Selection Is Spatially Constrained During Working Memory Consolidation.

Quarterly journal of experimental psychology (2006)·2026
Same journal

Cross-Phoneme Generalisation of Dimension-Based Statistical Learning for Stop Voicing: Probing Subject Design and Word Frame Effects.

Quarterly journal of experimental psychology (2006)·2026
See all related articles

Related Experiment Video

Updated: Jul 1, 2025

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
10:26

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

3.9K

Characterising the declarative-procedural transformation in instruction-based learning.

Hannes Ruge1, Janine Jargow1, Eva Sinning1

  • 1Faculty of Psychology, Technische Universität Dresden, Dresden, Germany.

Quarterly Journal of Experimental Psychology (2006)
|February 29, 2024
PubMed
Summary
This summary is machine-generated.

Procedural learning from instructions is modality-specific, meaning verbal instructions don't automatically transfer to manual actions. Unexpectedly, even non-implemented instructions showed learning, suggesting covert simulation.

Keywords:
Symbolic-pragmatic transformationenactmentinstructionprimingrapid instructed task learningself-performedworking memory

More Related Videos

The Double-H Maze: A Robust Behavioral Test for Learning and Memory in Rodents
09:01

The Double-H Maze: A Robust Behavioral Test for Learning and Memory in Rodents

Published on: July 8, 2015

12.6K
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

8.5K

Related Experiment Videos

Last Updated: Jul 1, 2025

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
10:26

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

3.9K
The Double-H Maze: A Robust Behavioral Test for Learning and Memory in Rodents
09:01

The Double-H Maze: A Robust Behavioral Test for Learning and Memory in Rodents

Published on: July 8, 2015

12.6K
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

8.5K

Area of Science:

  • Cognitive Psychology
  • Neuroscience
  • Learning Sciences

Background:

  • Instruction-based learning often assumes declarative knowledge transforms into procedural knowledge for task execution.
  • The transferability of this procedural encoding across different response modalities (e.g., verbal vs. manual) remains underexplored.

Purpose of the Study:

  • To test if declarative-procedural transformation is modality-specific and not transferable.
  • To investigate the role of overt implementation versus mere viewing in procedural encoding.
  • To explore potential covert response simulation during instruction processing.

Main Methods:

  • Experiment 1: Participants implemented novel stimulus-response instructions verbally or manually, once or thrice, followed by an implicit priming test assessing modality-specific encoding.
  • Experiment 2: Participants only viewed novel stimulus-response instructions before the same implicit and explicit testing.
  • Implicit priming tests measured compatibility effects between original and test responses across modalities.

Main Results:

  • Procedural encoding was found to be modality-specific, with stronger effects when the response modality remained unchanged.
  • Explicit test performance (declarative memory) was modality-independent.
  • Unexpectedly, a small transfer effect to non-overtly implemented modalities was observed, suggesting covert simulation. Experiment 2 confirmed procedural encoding even without implementation, with higher scores than implemented instructions.

Conclusions:

  • Declarative-procedural transformation in instruction-based learning appears to be bound to the response modality.
  • Covert response simulation may occur even when instructions are not overtly performed.
  • The findings challenge existing models by suggesting that non-implemented instructions can lead to robust learning, necessitating theoretical adjustments.