3.9 - Social, Cognitive, and Neurological Factors in Learning

Cognitive Factors in Classical Conditioning

• Rescorla's Contingency Model: Emphasizes that for learning to occur, the neutral stimulus must reliably predict the unconditioned stimulus.

• Insight Learning (Wolfgang Kohler): The sudden realization of a solution to a problem ("aha" moment).

Cognitive Maps and Latent Learning (Edward Tolman)

• Tolman's research with rats showed that they could learn a maze even without immediate reinforcement, suggesting they formed a mental map (cognitive map) of the environment.

• Latent Learning: Learning that occurs without reinforcement but is demonstrated later when there's an incentive.

• Cognitive Maps (Edward Tolman): Mental representations of our surroundings that we develop through experience, even without direct reinforcement.

• Biological Predispositions: Natural tendencies that make certain behaviors easier to learn.

  1. Instinctive Drift (Breland & Breland): The tendency for animals to revert to innate behaviors even after being trained.

Observational (Social) Learning

• Modeling: Learning by observing and imitating others. We're more likely to model those who are:

  • Similar to us

  • Successful or admirable

  • Rewarded for their behavior

  • Consistent in their actions and words

Bandura's Social Learning Theory

1. Attention: Paying attention to the model's behavior.

2. Retention: Remembering the observed behavior.

3. Reproduction: Being able to imitate the behavior.

4. Motivation: Having a reason to perform the behavior (e.g., expecting a reward or avoiding punishment).

• Bobo Doll Experiment: Showed that children learn aggressive behavior by observing adults acting aggressively.