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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
Introduction to Learning01:18

Introduction to Learning

359
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...
359
Steps in the Modeling Process01:14

Steps in the Modeling Process

197
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...
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Role of Shaping in Operant Conditioning01:19

Role of Shaping in Operant Conditioning

290
Shaping is a technique used in operant conditioning to train complex behaviors by rewarding successive approximations toward the target behavior. This method is necessary because organisms are unlikely to perform complex behaviors spontaneously. Instead, shaping breaks down the desired behavior into small, manageable steps.
The steps involved in shaping begin with reinforcing any response that resembles the desired behavior. For example, parents might praise a child for picking up one toy. As...
290
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
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...
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Related Experiment Video

Updated: Jun 21, 2025

Quantifying Learning in Young Infants: Tracking Leg Actions During a Discovery-learning Task
11:18

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Training kindergarten children on learning from their mistakes.

Ebru Ger1, Claudia M Roebers1

  • 1Department of Psychology, University of Bern, Bern, Switzerland.

The British Journal of Developmental Psychology
|July 8, 2024
PubMed
Summary

Feedback on errors and speed significantly improved executive function (EF) task performance in kindergarten children. Providing external feedback enhanced learning and cognitive skill development in young learners.

Keywords:
Hearts and Flowerscognitive controlexecutive functionsfeedbackinterventionpost‐error slowing

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Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Educational Technology

Background:

  • Executive functions (EF) are crucial for academic success.
  • Understanding how to improve EF in early childhood is important.
  • Cognitive training and feedback mechanisms are potential tools for EF enhancement.

Purpose of the Study:

  • To investigate the impact of error and speed feedback on kindergarten children's EF task performance.
  • To compare the effectiveness of EF training with and without feedback against a control task.
  • To explore the role of practice and external feedback in developing EF skills.

Main Methods:

  • A quasi-experimental design with 213 Swiss kindergarten children (mean age 6.4 years).
  • Children participated in pre- and post-training assessments of the Hearts and Flowers task.
  • Training groups included EF task with feedback, EF task without feedback, and a control learning task.

Main Results:

  • The group receiving feedback showed greater efficiency during training compared to the no-feedback group.
  • Both EF training groups outperformed the control group in the post-test.
  • Children demonstrated improved error detection and monitoring with practice and external feedback.

Conclusions:

  • Kindergarten children can improve EF skills through practice and error monitoring.
  • External feedback provides additional benefits for cognitive training in young children.
  • Computerized cognitive training incorporating feedback may be effective for school-based interventions.