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関連する概念動画

Purposive Learning01:22

Purposive Learning

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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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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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Impact of Schemas01:30

Impact of Schemas

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Schemas are cognitive structures that provide a framework for interpreting and organizing social information. They help individuals navigate complex environments by offering expectations about people, events, and behaviors. Schemas influence attention, encoding, and retrieval processes, thereby shaping the entire trajectory of information processing in social contexts.Attention and Cognitive LoadDuring initial attention, schemas function as filters that prioritize schema-consistent information,...
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Higher Mental Functions of Brain: Learning and Memory01:26

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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...
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First Impression01:09

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First impressions play a crucial role in social perception, shaping how individuals assess others in professional, academic, and interpersonal contexts. Psychological research highlights the significance of cognitive biases, such as the primacy and recency effects, which influence how people interpret and recall information.The Primacy Effect and Cognitive AnchoringThe primacy effect describes the tendency for initial information to impact judgment disproportionately. When individuals encounter...
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Automatic Processing and Automatic Social Behavior01:28

Automatic Processing and Automatic Social Behavior

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Automatic processing refers to the cognitive operations that occur without conscious intent or awareness, playing a fundamental role in shaping social cognition and behavior. These processes enable individuals to navigate complex social environments efficiently by relying on mental shortcuts and pre-existing knowledge structures known as schemas. One of the most influential mechanisms underlying automatic processing is priming, which subtly activates mental representations through exposure to...
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関連する実験動画

Updated: Feb 19, 2026

The Attentional Set Shifting Task: A Measure of Cognitive Flexibility in Mice
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学習は重要性と積極的な注意の優先順位を変化させます.

Dock H Duncan1,2, Dirk van Moorselaar3,4, Jan Theeuwes3,5,6,7,8

  • 1Department of Experimental and Applied Psychology, Vrije Universiteit Amsterdam, Amsterdam, the Netherlands. D.H.Duncan@vu.nl.

Communications psychology
|February 17, 2026
PubMed
まとめ

学習された空間的抑制は,注意をそらすアイテムを明るく見えなくし,注意を集める能力を低下させます. この学習された抑制は,初期的注目度計算を下げることで,視覚検索のパフォーマンスに直接影響を及ぼします.

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Measurement of Neurophysiological Signals of Ignoring and Attending Processes in Attention Control
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関連する実験動画

Last Updated: Feb 19, 2026

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科学分野:

  • 認知心理学とは,認知心理学である.
  • 神経科学は神経科学である.
  • 視覚的知覚 視覚的知覚

背景:

  • 無関係な刺激を無視することは,タスクの完了に不可欠です.
  • 学習された抑制は,注意をそらすものを無視する能力を改善しますが,メカニズムについては議論されています.

研究 の 目的:

  • 学習された空間的抑圧が知覚とパフォーマンスにどのように影響するかを調査する.
  • 視覚処理における学習抑制の根本的なメカニズムを決定する.

主な方法:

  • 大きなサンプルサイズ (n=230) を用いた心理物理学的アプローチ.
  • 注意選択メカニズムを分析するための計算モデリング.
  • 様々なモデルを比較して,観察されたデータに最も適合するモデルを特定します.

主要な成果:

  • 抑圧された場所のアイテムは,より明るいものとして認識されませんでした.
  • 学習された抑圧は,視覚的なアイテムの知覚される顕著さに直接影響を与えます.
  • 計算モデルでは,抑制が初期有力度計算を減少させることを示した.

結論:

  • 学習された空間的抑圧は,抑圧された場所の視覚的なアイテムの顕著さを直接減少させます.
  • この減少した目立つ点は,アイテムが競争し,注意のリソースをキャプチャするのを妨げます.
  • 発見は,学習された抑制が視覚検索の効率性を高めるメカニズムを明確にします.