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

Higher Mental Functions of Brain: Learning and Memory01:26

Higher Mental Functions of Brain: Learning and Memory

733
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...
733
Cognitive Learning01:21

Cognitive Learning

237
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...
237
Storage01:23

Storage

83
A schema is a mental framework that helps individuals organize and interpret information. Schemata, formed from previous experiences, influence how we process new information: how we encode it, the inferences we make, and how we retrieve it. For instance, a schema for what a typical classroom looks like might include desks, a teacher's desk, a whiteboard, and students in such an environment. This expectation helps us quickly understand and navigate new classrooms without needing to analyze...
83
Association Areas of the Cortex01:21

Association Areas of the Cortex

5.2K
Association areas are regions of the cerebral cortex that do not have a specific sensory or motor function. Instead, they integrate and interpret information from various sources to enable higher cognitive processes such as memory, learning, and decision-making. Some key association areas include the following:
Prefrontal Association Area: This area is located in the frontal lobe and is involved in planning, decision-making, and moderating social behavior. It connects with primary motor areas,...
5.2K
Purposive Learning01:22

Purposive Learning

110
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...
110
Motor and Sensory Areas of the Cortex01:14

Motor and Sensory Areas of the Cortex

3.7K
The cerebral cortex, the brain's outermost layer, is pivotal in processing complex cognitive tasks, emotions, and various sensory inputs and executing voluntary motor activities. This intricate structure is divided into three primary functional areas: the motor areas, sensory areas, and association areas.
Motor Areas
The motor areas located in the frontal lobe are central to controlling voluntary movements. This region is further subdivided into the primary motor cortex and the premotor cortex....
3.7K

You might also read

Related Articles

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

Sort by
Same author

Competition Between Memory Updating and Differentiation Emerges From Intrinsic Network Dynamics.

Neural computation·2026
Same author

Body core compression enhances interoception leading to altered risk choices.

Biological psychology·2026
Same author

To update or to separate: Neural signatures and consequences of latent cause inference in episodic memory.

NeuroImage·2026
Same author

InFoRM: a unified inverse and forward model for sensorimotor control.

Scientific reports·2026
Same author

Self-serving biases shape the relationship between future thinking and remembering of elections.

Communications psychology·2026
Same author

Time points or plot points - Are movies processed according to their temporal duration or their underlying content structure?

NeuroImage·2026

Related Experiment Video

Updated: Jun 22, 2025

Study Motor Skill Learning by Single-pellet Reaching Tasks in Mice
06:04

Study Motor Skill Learning by Single-pellet Reaching Tasks in Mice

Published on: March 4, 2014

21.0K

Same Same, But Different: Brain Areas Underlying the Learning from Repetitive Episodic Prediction Errors.

Benjamin Jainta1, Anoushiravan Zahedi1, Ricarda I Schubotz1

  • 1University of Münster.

Journal of Cognitive Neuroscience
|June 28, 2024
PubMed
Summary

Repetitive prediction errors (PEs) impair episodic memory recall more than varying PEs. This suggests repeated PEs interact more strongly with existing memories, impacting memory consolidation and retrieval.

More Related Videos

Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques
08:05

Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques

Published on: June 30, 2020

7.5K
Slice Patch Clamp Technique for Analyzing Learning-Induced Plasticity
11:56

Slice Patch Clamp Technique for Analyzing Learning-Induced Plasticity

Published on: November 11, 2017

15.3K

Related Experiment Videos

Last Updated: Jun 22, 2025

Study Motor Skill Learning by Single-pellet Reaching Tasks in Mice
06:04

Study Motor Skill Learning by Single-pellet Reaching Tasks in Mice

Published on: March 4, 2014

21.0K
Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques
08:05

Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques

Published on: June 30, 2020

7.5K
Slice Patch Clamp Technique for Analyzing Learning-Induced Plasticity
11:56

Slice Patch Clamp Technique for Analyzing Learning-Induced Plasticity

Published on: November 11, 2017

15.3K

Area of Science:

  • Neuroscience
  • Cognitive Psychology
  • Memory Research

Background:

  • Prediction errors (PEs) are crucial learning signals in the brain.
  • The differential impact of varying versus repetitive PEs on episodic memory remains unclear.
  • Understanding these effects is vital for deciphering memory formation and retrieval mechanisms.

Purpose of the Study:

  • To investigate the cerebral and behavioral effects of experiencing varying versus repetitive PEs on episodic memory.
  • To compare neural activity and memory performance when participants encounter original, single, or multiple alternative versions of encoded episodes.

Main Methods:

  • Participants encoded episodes via videos.
  • During fMRI scanning, participants experienced original, repetitive, or varying PEs related to encoded episodes.
  • Memory performance was assessed via recall of original objects.

Main Results:

  • Both varying and repetitive PEs elicited brain responses in regions associated with mismatch detection (inferior frontal, posterior parietal), memory reactivation (hippocampus), and consolidation (amygdala).
  • Varying PEs uniquely activated the caudate nucleus, linked to PEs.
  • Repetitive PEs activated regions similar to original memory retrieval (ACC, posterior cingulate cortex), and led to less accurate recall of original objects compared to varying PEs.

Conclusions:

  • Repetitive PEs interact more strongly with recalled original episodic memories than varying PEs.
  • The findings suggest distinct neural mechanisms underlying the processing of varying and repetitive prediction errors in episodic memory.