Cognitive Learning Models

Kohler: Insight Learning• Wolfgang Kohler

– Disenchanted with behaviorists explanation for learning

– Believed that cognition, or mental processes must be essential to learning

– Observational studies of chimpanzees

Insight Learning• Problem – bananas hung outside of

chimp’s reach

– Initial solutions

• Pile up boxes and climb on top

• Use sticks to knock the fruit down

Insight Learning• Insight learning

– solve complex problems by combining simpler, previously learned responses

– Problem-solving occurs through sudden reorganization of perceptions

• Placed bananas higher up – neither previously learned solutions sufficient to get the fruit

Insight Learning• When unable to reach the fruit

– First – threw the sticks away and kicked the wall

– Later, piled up the boxes, grabbed the stick, climbed on the boxes and knocked the fruit down with the stick

– Cannot be explained through either operant or classical conditioning alone

Kohler’s Chimps

Tolman: Cognitive Maps• Cognitive maps

– Mental representations or images that help organisms navigate through the world

• Reinforcement has a greater impact on performance than on learning

– i.e., reinforcement serves to motivate the animal to demonstrate what it has learned

Diagram of a Tolman Maze

Cognitive Maps• Three groups of rats

– 1) No reinforcement

– 2) Reinforced on every trial

– 3) No reinforcement for first ten trials; reinforced on all subsequent trials

Error Curve by Day and Food Deprivation

Maze Learning

StartFood/ Goal

Box

A B

Cognitive Maps• Tolman hypothesized that the rats developed

cognitive maps of the maze– i.e., Visual/spatial Image or representation of physical

space that is used to navigate through the environment

• Demonstrated latent learning – learning that takes place in the absence of reinforcement– reinforcement necessary to demonstrate acquisition

Bandura: Social Learning Theory

• Observational Learning– Acquisition of behaviors that results from

observation rather than direct experience

– E.g., • Children learn do cartwheels and

handstands • Learn what clothes to wear to fit in (e.g.,

midriffs; low-riser jeans) • Learn aggressive behavior

Social Learning Theory• Modeling – imitation and reproduction of

behaviors of models

– Model must be salient (i.e., are attractive, have high status, and are similar to observer)

– Parents, peers, siblings, celebrities

Social Learning Theory• Vicarious reinforcement

– Learn about the consequences of a behavior by observing a model engage in the behavior and experience consequences

• Outcome Expectancies– Learned association between a specific

behavior and a specific consequence OR– Belief about the consequences of our

behavior

Social Learning Theory• Outcome expectancies

– Alcohol makes me relaxed and sociable– Wearing brown polyester will make me a

social outcast– If I study for the exam, I will get a good grade– If I eat those cookies, I will feel good– Having sex without a condom will result in

enhanced pleasure

Social Learning Theory• Positive outcome expectancies

– Belief that the behavior will result in reinforcing or rewarding outcomes

• Negative outcome expectancies– Belief that the behavior will result in punishing

or negative outcomes

Social Learning Theory• Expectancies influence subsequent

behavior

– Positive expectancy (i.e., belief that behavior results in reinforcing outcomes) engage in or repeat behavior

– Negative expectancy (i.e., belief that behavior results in punishing outcomes) avoid or discontinue behavior

Aggressive Behavior• Children observed a model behave

aggressively toward the BOBO doll

– Were more likely to behave aggressively when given the opportunity to play with the BOBO doll

– Especially when the model was reinforced for his/her aggressive behavior