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相关概念视频

Cognitive Learning01:21

Cognitive Learning

235
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...
235
Implicit Memories01:24

Implicit Memories

117
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...
117
Purposive Learning01:22

Purposive Learning

107
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...
107
Language and Cognition01:27

Language and Cognition

340
Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.
340

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相关实验视频

Updated: Jun 17, 2025

Motor Dual-Tasks for Gait Analysis and Evaluation in Post-Stroke Patients
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隐式学习为步态认知双任务干扰提供了比显式学习的优势.

Ryoki Nishimoto1,2, Haruhi Inokuchi1, Sayaka Fujiwara1

  • 1Department of Rehabilitation Medicine, The University of Tokyo, 7-3-1 Hongo, Bunkyo-Ku, Tokyo, 113-8655, Japan.

Scientific reports
|August 7, 2024
PubMed
概括

隐式学习显著改善了老年人的双重任务步态和认知表现. 这表明隐式学习增强了运动技能的获得,并减少了双重任务干扰.

关键词:
认知 认知是一种认知.双任务干扰干扰是双重任务干扰.步行方式 步行方式隐式学习是一种隐式的学习.运动学习是指运动学习.康复 康复 康复 康复

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科学领域:

  • 神经科学是一个神经科学.
  • 运动学习是指运动学习.
  • 老年学是指老年学的学科.

背景情况:

  • 双重任务的性能对于日常活动至关重要.
  • 隐式学习,特别是通过类比,可以提高运动技能.
  • 关于隐性学习对步态-认知双重任务的影响的证据有限.

研究的目的:

  • 调查隐式与显式学习对双重任务绩效的影响.
  • 评估对老年人的步态和认知功能的影响.

主要方法:

  • 30名健康的老年人被分为隐式和显式学习组.
  • 在跑步机上协奏步行评估了运动功能.
  • 连续七项减法任务测量了认知表现.

主要成果:

  • 与显式学习组相比,隐式学习组在双重任务中表现出明显的步行改善.
  • 隐式学习导致了步行和认知任务的双重任务干扰减少.

结论:

  • 隐式学习似乎比显式学习更有利于获得自主运动技能.
  • 研究结果表明,对于改善老年人步行认知双重任务的潜在临床应用.