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相关概念视频

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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Operant Conditioning01:21

Operant Conditioning

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Operant conditioning, a key concept in behavioral psychology, involves using reinforcement and punishment to alter the likelihood of a behavior being repeated. B.F. introduced this type of conditioning. Skinner focused on voluntary behaviors and the consequences that follow them, influencing whether these behaviors will be strengthened or diminished.
Reinforcement in operant conditioning can be positive or negative, both of which serve to increase the likelihood of a behavior. Positive...
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Frustration and Conflict: Approach-Approach, Approach-Avoidance01:20

Frustration and Conflict: Approach-Approach, Approach-Avoidance

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Frustration occurs when people are obstructed or prevented from achieving a desired goal or fulfilling a perceived need. For example, when someone's input is ignored in a discussion, it can lead to feelings of frustration. Conflict, however, arises from opposing interests, goals, or actions. Conflicts can take various forms based on the nature of these opposing desires or goals.
One common type of conflict is the Approach–Approach Conflict. In this case, a person faces two desirable...
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Rotter's Locus of Control01:14

Rotter's Locus of Control

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Julian Rotter introduced the concept of locus of control, a cognitive factor that significantly influences personality development and learning. Locus of control refers to an individual's beliefs about the extent of control they have over events in their lives. According to Rotter, this belief system can be categorized into two types: internal and external locus of control.
Individuals with an internal locus of control believe that their personal efforts and decisions directly affect their...
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Avoidance Learning and Learned Helplessness01:14

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Avoidance learning and learned helplessness are critical concepts in understanding behavioral responses to negative stimuli.
Avoidance learning occurs when an organism learns that a specific behavior can prevent an unpleasant outcome. For example, a student who receives a bad grade may start studying harder to avoid future poor grades. This behavior persists even when the negative outcome is no longer present. Avoidance learning is powerful because it maintains behavior in the absence of the...
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Robbers Cave04:49

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During the 1950s, the landmark Robbers Cave experiment demonstrated that when groups must compete with one another, intergroup conflict, hostility, and even violence may result. At the Oklahoman summer camp, two troops of boys—termed the Rattlers and the Eagles—took part in a week-long tournament. During this time, their negativity culminated in derogatory name-calling, fistfights, and even vandalism and destruction of property. However, this work also revealed that such tension...
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相关实验视频

Updated: Jul 12, 2025

Task Interruption and Resumption Paradigm for Testing the Activation and Pursuit of an Abstract Thinking Goal
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积极控制影响任务冲突超出了应急学习.

Eldad Keha1,2, Eyal Kalanthroff1

  • 1Department of Psychology, The Hebrew University of Jerusalem, Jerusalem, Israel.

Quarterly journal of experimental psychology (2006)
|October 21, 2023
PubMed
概括
此摘要是机器生成的。

主动的任务控制适应,而不是应急学习,主要解释Stroop效应的变化. 这项研究仅在控制适应放松时才发现任务冲突标志物,支持控制适应.

关键词:
斯特鲁普斯托普 (Stroop Stroop) 是一个名为Stroop的公司.任务冲突任务冲突应急学习学习应急学习执行职能 执行职能是指执行职能.积极主动控制 积极主动控制

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相关实验视频

Last Updated: Jul 12, 2025

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科学领域:

  • 认知心理学 认知心理学
  • 神经科学是一个神经科学.
  • 人类行为人类行为.

背景情况:

  • 讨论了Stroop任务的调制,模型表明主动的任务控制适应或颜色-词汇关联的偶然学习.
  • 现有研究面临的困惑使控制适应在调制Stroop任务效应中的确切作用变得模糊.

研究的目的:

  • 孤立和测试主动任务控制适应Stroop效应调制的贡献.
  • 在不同水平的主动控制下区分任务冲突的影响.

主要方法:

  • 一个新的实验设计控制了混,在四个条件下比较中性词的颜色命名与中性符号:大多是单词一致,大多是单词不一致,大多是单词中性,大多是非单词形状.
  • 任务冲突用反应时间 (RT) 测量了中性词与中性符号的冲突,在所有四个实验组中,冲突标记的条件相同.

主要成果:

  • 任务冲突的显著标志物 (中性词的RT>中性符号的RT) 仅在大多数非词形状的条件中观察到,其中主动任务控制是最小的.
  • 在三个主要是单词条件 (一致,不一致,中立) 中,没有发现有意义的任务冲突标志物,在这些条件中,主动任务控制是被投入的.

结论:

  • 这些发现强烈表明,主动任务控制适应是Stroop效应中观察到的调制背后的主要驱动因素.
  • 这些结果支持主动控制-任务冲突 (PC-TC) 模型,并为冲突任务中的认知控制机制提供了更精细的理解.