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Related Concept Videos

Purposive Learning01:22

Purposive Learning

95
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...
95
Implicit Memories01:24

Implicit Memories

65
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...
65
Cognitive Learning01:21

Cognitive Learning

131
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...
131
Revisionist Views of Adolescent and Adult Cognition01:24

Revisionist Views of Adolescent and Adult Cognition

22
A revisionist approach to Jean Piaget's theory of cognitive development has brought new insights that challenge and reinterpret his established ideas. Piaget proposed that the formal operational stage, emerging in adolescence, represents the culmination of cognitive maturity. During this stage, individuals are said to develop abstract thinking, engage in systematic problem-solving, and show a form of egocentrism, believing others are as preoccupied with their behavior as they are...
22
Hindsight Biases01:12

Hindsight Biases

3.4K
Hindsight bias leads you to believe that the event you just experienced was predictable, even though it really wasn’t. In other words, you knew all along that things would turn out the way they did. Can you relate this to the phrase "Hindsight is 20/20" now? 
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Instinctive Drift01:05

Instinctive Drift

173
Instinctive drift refers to the tendency of animals to revert to their innate behaviors despite repeated reinforcement. Breland and Breland demonstrated this concept in an experiment with a raccoon. The raccoon was trained to pick up two coins and place them in a container in exchange for food. Initially, the raccoon learned to associate the coins with food, making them a conditioned stimulus or a substitute for food. However, over time, the raccoon became less willing to put the coins into the...
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Related Experiment Video

Updated: May 22, 2025

Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques
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Risk-Taking Facilitates Implicit Learning in Young Adults.

Amanda Cremone-Caira1, Melissa A St Hilaire2

  • 1Department of Psychology, Merrimack College, North Andover, Massachusetts, USA.

Brain and Behavior
|March 13, 2025
PubMed
Summary
This summary is machine-generated.

Young adults learned to make better decisions when taking risks. This risk-taking behavior was linked to pursuing goals, suggesting potential benefits for learning and future outcomes.

Keywords:
cognitionexecutive functionimplicit learningreward processingrisk‐taking

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Area of Science:

  • Cognitive psychology
  • Neuroscience
  • Behavioral science

Background:

  • Risk-taking influences learning and adaptive behaviors.
  • Understanding risk-taking is crucial for addressing psychopathology.
  • The study investigates risk-related learning in young adults.

Purpose of the Study:

  • Evaluate risk-related learning in neurotypical young adults.
  • Examine the relationship between risk-taking, motivation, and emotional processing.
  • Utilize the Balloon Emotional Learning Task (BELT) and BIS/BAS Scales.

Main Methods:

  • Fifty-eight neurotypical young adults participated.
  • Assessed risk-taking using the BELT.
  • Measured motivation and emotional processing with BIS/BAS Scales.

Main Results:

  • Participants improved decision-making through risk-taking on the BELT.
  • Risk-taking outcomes showed a positive correlation with goal pursuit (BAS Drive Scale).
  • Initial correlations lost significance after correcting for multiple comparisons.

Conclusions:

  • Risk-taking can support learning and goal-directed behaviors in young adults.
  • Findings suggest implications for enhancing educational and professional outcomes.
  • Contextual factors may influence the role of risk-taking in learning.