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Related Concept Videos

Observational Learning01:12

Observational Learning

163
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...
163
Purposive Learning01:22

Purposive Learning

117
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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Introduction to Learning01:18

Introduction to Learning

360
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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Horizontal Curve: Problem Solving01:03

Horizontal Curve: Problem Solving

52
A horizontal curve is characterized by its radius, intersection angle, and stationing of key points. In this case, the radius is 400 meters, and the angle of intersection is 30 degrees, with the station of the point of curvature (P.C.) at 0 + 150 meters. The goal is to determine the station values at the point of intersection (P.I.), point of tangency (P.T.), and midpoint of the curve, as well as the length of the long chord.The process begins with calculating the tangent distance (T) and the...
52
Introduction to Horizontal Curves01:19

Introduction to Horizontal Curves

72
Horizontal curves are essential in highway and railroad design, ensuring smooth and safe transitions between straight path segments, or tangents. These curves allow vehicles to maintain speed without abrupt changes, minimizing accidents and improving travel efficiency.A horizontal curve is typically defined by its geometric relationship to two tangents that meet at an intersection point (P.I.), where a simple curve is introduced to connect them. The back tangent refers to the initial tangent...
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Vertical Curve: Problem Solving01:23

Vertical Curve: Problem Solving

53
Vertical curves provide the transition between two roadway grades, ensuring safety, comfort, and functionality. Calculating elevations at specific stations along the curve involves several systematic steps based on the curve's geometry and provided design parameters.The vertical curve is defined by its length, grades, Point of Vertical Intersection (P.V.I.) location, and P.V.I. elevation. The stations of the Point of Vertical Curvature (P.V.C.), where the curve begins, and the Point of Vertical...
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Related Experiment Video

Updated: Jun 24, 2025

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
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The Curve of Learning With and Without Instructions.

Leendert van Maanen1, Yuyao Zhang1, Maarten De Schryver2

  • 1Utrecht University, NL.

Journal of Cognition
|June 10, 2024
PubMed
Summary
This summary is machine-generated.

Instructions provide an initial performance boost in skill acquisition but do not yield long-lasting benefits. The complexity of the skill may determine if instructions have enduring effects on behavior.

Keywords:
Decision makingLearningMathematical modelling

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Area of Science:

  • Cognitive Psychology
  • Motor Learning
  • Human Performance

Background:

  • Skill acquisition often involves learning stimulus-response mappings.
  • Both explicit instructions and repeated practice are known to enhance performance.
  • The interaction between instructions and practice for optimal skill learning is not fully understood.

Purpose of the Study:

  • To investigate the interaction between instructions and practice in skill acquisition.
  • To determine if initial instructions lead to long-term performance improvements.
  • To analyze how skill complexity influences the lasting effects of instructions.

Main Methods:

  • Analysis of learning curves for stimulus-response mappings of varying complexity.
  • Application of evidence accumulation modeling to assess learning trajectories.
  • Comparison of performance across different stages of skill acquisition.

Main Results:

  • Instructions confer an initial advantage, improving performance in early learning stages.
  • No evidence was found for long-lasting performance benefits from initial instructions.
  • The impact of instructions on long-term behavior appears minimal.

Conclusions:

  • Initial instructions offer a temporary performance boost rather than sustained improvement.
  • The complexity of the skill is a critical factor in determining the enduring effects of instructions.
  • Further research is needed to fully elucidate the role of skill complexity in instruction efficacy.