PSY381 Cognitive Learning PDF 10/10/2023

PSY381-Cognitive Learning Cognitive Learning 10/10/2023 Cognitive Learning 2  The roots of cognitive learning extend back to the 1 work of Edward Tolman in the 1930s. It died in the 1950s, was reborn in the 1960s, and became popular in the 1990s.  Currently, cognitive learning is extremely us...

PSY381-Cognitive Learning Cognitive Learning 10/10/2023 Cognitive Learning 2  The roots of cognitive learning extend back to the 1 work of Edward Tolman in the 1930s. It died in the 1950s, was reborn in the 1960s, and became popular in the 1990s.  Currently, cognitive learning is extremely useful in explaining both animal and human behavior and was vital to the development of a new area called cognitive neuroscience. Cognitive Learning Insight Learning 3 4  Old Q: “What is the relation between stimuli in the environment and behavior?”  New Q: “What does behavior tell us about the mind?”  Cognitive learning occurs as a result of internal mental processes. For example, observational learning takes place when a consumer performing a behaviour as a result of seeing someone else performing it and being rewarded for it.  This perspective views people as problem solvers who actively use information from the world around them to master their environment.  What’s the “ah-ha!” feeling?  Insight: Sudden understanding of a problem that implies the solution.  Thorndike studied how cats learned to escape from a puzzle box to get a piece of food. Thorndike concluded that learning occurred through a process of trial and error as cats gradually formed associations. None of the cats showed any evidence of suddenly discovering the solution of how to escape the box. 1 PSY381-Cognitive Learning Insight Learning 5  Wolfgang Köhler in Germany was studying 10/10/2023 “Diğer canlılardan ayrı değiliz, bize bunu söyleten şey kibir...” Emin Gürsoy Insight Learning 6 how chimpanzees learned to obtain bananas that were out of reach.  Köhler’s chimpanzee, Sultan.  He hang a banana from the ceiling in a room that had a box placed off to one side. The banana was too high for Sultan to grab by reaching or jumping. When Sultan first entered the room, he paced restlessly for about 5 minutes. Then he got the box, moved it toward the banana, climbed onto the box, jumped up, get the banana. On his second try, Sultan quickly moved the box directly. “A Pigeon Solves the Classic Box-and-Banana Problem” 2 PSY381-Cognitive Learning 10/10/2023 A dolphin ‘sponging’. A chimpanzee uses a stem to poke a small fire. It is thought that dolphins at Shark Bay, Australia, have developed a tradition of using sponges to protect their sensitive rostrums when foraging on abrasive parts of the sea floor. (Photo: Michael Kruetzen.) 3 PSY381-Cognitive Learning A dolphin ‘sponging’. A capuchin uses a stone hammer to crack open a nut in Brazil's Parnaiba Headwaters National Park. Ben Cranke/Getty Images Social Cognitive Learning 15 Bandura’s theory of social cognitive learning. 10/10/2023 Tool use by crows. crows extract grubs from tree holes using tools. https://www.popularmechanics.com/science/animals/g39714258/animals-using-tools/  This type of learning can be a complex process as people store these observations in their memory and use it at a later date to guide their own behavior. 16 Bobo Doll Humans gather information about their environments and the behaviors of others through observation. The importance of observation, imitation, and self-reward in the development and learning of social skills, personal interactions, and many other behaviors. 4 PSY381-Cognitive Learning Social Cognitive Learning 10/10/2023 Social Cognitive Learning 17 Unlike operant and classical conditioning, this theory says that it is not necessary to perform any observable behaviors or receive any external rewards to learn. Performing vs. learning  Do you learn but not show it? Is it possible that people learn by observing but not necessarily perform what they have learned?  After hitting and kicking the doll, the person in the film was punished by being criticized and spanked. Next, each child was left alone in a room filled with toys, including a Bobo doll. Social Cognitive 18  More boys than girls imitated the model and performed aggressive behaviors on Bobo.  But not all the children imitated the model’s aggressive behaviors.  Next, each child who had not imitated the model’s aggressive behaviors on Bobo was offered a reward (some fruit juice) to imitate the model’s behavior.  With the promise of a reward, all of the children imitated the model’s aggressive behaviors. Social Cognitive Learning 19 20  Girls imitated an average of 0.5 aggressive behaviors  So what does this experiment show? after watching a film of a model who performed aggressive behaviors on Bobo and then was punished for being aggressive.  In other words, after observing a model being punished for aggressive behaviors, girls imitated almost none of the model’s aggressive behaviors.  However, when the same girls were promised a reward for imitating the model’s aggressive behaviors, these girls imitated an average of 3.0 aggressive behaviors.  It shows that the girls had actually learned the model’s aggressive behaviors through observation but that some did not perform these behaviors until they were rewarded for doing so. This is an example of the learning–performance distinction.  The learning–performance distinction means learning may occur but may not always be measured by, or immediately evident in, performance. 5 PSY381-Cognitive Learning 10/10/2023 Social Cognitive Learning 21 Cognitive Maps 22 Performing vs. learning The learning–performance distinction may be demonstrated by young children, often to the embarrassment of their parents. For instance, a young child may overhear a “dirty” word but not repeat the word until out in public. Repeating a “dirty” word shows that the child had learned the word through observation but waited until later to imitate the parent and actually say (perform) the “dirty” word. Tolman’s Cognitive Behaviorism Tolman’s idea of cognitive maps In the 1930s, about the same time that Skinner was emphasizing observable behaviors, Tolman was exploring hidden mental processes. Cognitive Map: A mental image of a three-dimensional space that a person or animal has navigated. Internal representation of an area, like a city or a maze; underlies ability to choose alternate paths to the same goal Latent Learning 23  Tolman’s most famous variable is the cognitive map: a mental representation of one’s spatial surroundings. • 3 groups of rats: continuous-reward group the others couldn’t find food • food. • 10 training days DV: the average number of wrong turns the rats in each group made before reaching the goal box. Latent Learning: Occurs without obvious reinforcement and is not demonstrated until reinforcement is provided 6 PSY381-Cognitive Learning 10/10/2023 Cognitive Maps Tolman’s Cognitive Behaviorism 25 26  Conclusion: Nonrewarded rats had in fact learned the maze during the first 10 trials of the experiment.  the development of a “cognitive map”.  Latent Learning (Tolman & Honzik, 1930) says learning occurs despite the absence of any observable demonstration of learning and only becomes apparent under a different set of conditions.  the distinction between learning and performance.  Learning was apparently taking place even when the subjects showed no evidence of such learning in their performance at that time.  He place rats individually in a maze, and allow each rat to explore the maze with no food present. Then, with food present in the maze’s food box, he test the rat to see which path it took. The rat learned very quickly to take the shortest path.  Next, Tolman blocked the shortest path to the food box. The first time the rat encountered the blocked shortest path, it selected the next shortest path to the food box. According to Tolman (1948), the rat selected the next shortest path because it had developed a cognitive map of the maze. Cognitive Maps Cognitive Maps 27  This finding is a challenging situation for behaviorists. Learning without SR!  According to Tolman, the learned behavior is NOT ‘running’. This behavior is already on the repertoire. Animal learns the place of the food. And animal used the ‘running behavior’ as a tool to reach the food. Behavior is not that much important, the important thing is the place of food! Animal use cognitive map to do that. The learned thing is S-S associations. Which specific S comes after which specific S? The sequence of Ss. Start  Experiment: There are too many Ss that must be connected with each other. So learning occurs gradually, trial by trial. Goal Short-cut Goal S1  S2 S3S4 PharmacyButcher Hotel  Bakery... Tolman was called an S-S rather than an S-R theorist. Start When a new path is added, the animal does not learn new associations. Instead, animal used the already established associations. Why? Because these associations are already on its cognitive map. 10/10/2023 7 PSY381-Cognitive Learning 10/10/2023 Cognitive Maps Tolman’s Cognitive Behaviorism 29 30 Upside down maze (shift from response learning to place learning)  A __________ ___________ is an internal representation of one’s surroundings. T maze vs. Reverse T maze  The experiment by Tolman and Honzik (1930) has traditionally been regarded as a demonstration of _________ learning, in which learning appears to take place in the absence of any reward. The experiment has also been regarded as a demonstration of the distinction between learning and ___________________. Cognitive Maps  Menzel’s Field Experiment: 31 There are some landmarks on the area. In the field, certain areas contain food. Rockbanana TreeFood Fencechocolate … Chimpanzee is not allowed to walk around alone. Instead, it is on the shoulder of the experimenter and they are getting around together. It is not even walking! When it is allowed to walk around by itself, it immediately heads to the rock, where the banana is! It was just carried by the experimenter & watch around. How did it learn it? The field is a natural situation for chimp. It contains full of information. This is the richness of the informational context. Natural setting is very different from runway in lab. There’re cues to use. Cognitive Maps 32 Cognitive map is an undeniable fact! No practising, no responding, no SR! With just one attempt, animal reaches the food economically. The animal behave in a very economic way. It forms a short way for the foods. Just one trial was given to the animal, just by watching, the location information of the foods are stored in animal’s brain, memory. By utilizing the cognitive map, animal gets the food. 8