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Related Concept Videos

Cognitive Learning01:21

Cognitive Learning

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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...
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Related Experiment Video

Updated: Jan 14, 2026

A Fully Automated and Highly Versatile System for Testing Multi-cognitive Functions and Recording Neuronal Activities in Rodents
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Methods for a fully online automated cognitive training study on Prolific.

Freya Joessel1, Sylvie Denkinger1, Paul-Emile Joessel2

  • 1Faculté de Psychologie et Sciences de L'Education, Boulevard du Pont d'Arve, 40, (FPSE), Université de Genève, 1205, Geneva, Switzerland; Campus Biotech, Chemin des Mines, 9, 1202, Geneva, Switzerland.

Acta Psychologica
|October 22, 2025
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Summary
This summary is machine-generated.

Developing online tools for intervention studies significantly reduces resource demands. This digital pipeline enables efficient, remote cognitive training research with diverse participants and strong masking.

Keywords:
Cognitive trainingIntervention studiesMethodsOnline assessment

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Area of Science:

  • Cognitive Psychology
  • Neuroscience
  • Human-Computer Interaction

Background:

  • Intervention studies are crucial for understanding cognitive function changes.
  • Conducting these studies rigorously is resource-intensive.
  • Online tools offer a potential solution to reduce resource demands.

Purpose of the Study:

  • To present a suite of online tools for conducting intervention studies remotely.
  • To enable participants to complete the entire experimental pipeline without experimenter contact.
  • To reduce resource demands and increase the feasibility of cognitive intervention research.

Main Methods:

  • Utilized Prolific for participant recruitment and management.
  • Implemented pseudo-randomized group assignment with pre-test matching.
  • Developed experimenter and participant dashboards for progress tracking.
  • Applied the digital pipeline to a 12-hour remote cognitive training study.

Main Results:

  • Successfully limited resource demands for the intervention study.
  • Enabled strong masking practices throughout the remote experiment.
  • Recruited a more diverse sample compared to traditional in-laboratory studies.
  • Completed the study in a reduced timeframe.

Conclusions:

  • The developed online tools facilitate efficient and resource-limited intervention studies.
  • Remote execution allows for diverse participant recruitment and robust methodology.
  • This digital pipeline enhances the accessibility and scalability of cognitive intervention research.