Revisiting Hebb: The Mechanisms of Repetition Learning.
In 1961, Donald Hebb established a classic paradigm for studying repetition learning: He asked participants to remember several memory sets for an immediate serial recall task and repeated one set multiple times throughout the experiment. Participants' ability to recall the repeated set improved gra...
| Publicado en: | Perspectives on Psychological Science Vol. 21; no. 3; pp. 229 - 251 |
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| Autores principales: | , |
| Formato: | pictorial questions and answers tables/charts Journal Article |
| Publicado: |
Sage Publications Inc.
May2026
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=193124305&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 193124305 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 17456916 1WQQ jtl: Perspectives on Psychological Science issn: 17456916 maglogo: N pubinfo: dt: May2026 vid: 21 iid: 3 pid: 20732 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 193124305 191250126 193124305 193124305 10.1177/17456916251408052 193124305 ppf: 229 ppct: 22 formats: tig: atl: Revisiting Hebb: The Mechanisms of Repetition Learning. aug: au: Musfeld, Philipp Oberauer, Klaus affil: Psychological Methods, Department of Psychology, University of Amsterdam sug: subj: Learning Methods Memory Task Performance and Analysis Cognition Conceptual Framework Models, Theoretical Visual Perception Spatial Perception Memory, Short Term ab: In 1961, Donald Hebb established a classic paradigm for studying repetition learning: He asked participants to remember several memory sets for an immediate serial recall task and repeated one set multiple times throughout the experiment. Participants' ability to recall the repeated set improved gradually with repetitions, thereby demonstrating repetition learning. Explaining this effect has concerned researchers for decades because it provides key insights into how we form durable memory representations through repeated exposure. In this article, we revisit the dominant views on the mechanisms underlying repetition learning, thereby challenging the central assumption that repetition learning is gradual and implicit. We show how these views have emerged from flawed analytical approaches, summarize recent evidence strongly contradicting these claims, and reanalyze previously published data to illustrate how correcting implausible analytical assumptions leads to different theoretical conclusions. We propose an updated theoretical framework of the cognitive mechanisms underlying repetition learning that integrates elements from previous models of the Hebb repetition effect with established models of episodic memory, thereby joining two branches of the memory literature. pubtype: Academic Journal doctype: pictorial questions and answers tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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