Week 3 SCT (learning and cognition 2)

Question 1

Cognitive Maps

Answer 1

a mental representation of the spatial characteristics of a familiar environment.
* Tolman set out to test the idea that rats develop ‘spatial maps’ of their environment, rather than a series of chained responses.

Question 2

The Goal of Cognitive Maps

Answer 2

The idea that rats form a ‘cognitive map’ of their environment, based on stable visual cues distributed in the surrounding environment (allocentric visuospatial cues), has dominated thinking about spatial navigation for over half a century
Bar graph displays majority of rats chose path 6

Question 3

Tolman’s quote about cognitive maps

Answer 3

“As early as 1929, Lashley reported incidentally the case of a couple of his rats who, after having learned an alley maze, pushed back the cover near the starting box, climbed out and ran directly across the top to the goal-box where they climbed down in again and ate. Other investigators have reported related findings. All such observations suggest that rats really develop wider spatial maps which include more than the mere trained-on specific paths.
E.C. Tolman (1948).“Cognitive maps in mice and men”, Psychological Review, 55(4), 189-208.

Question 4

Latent Learning

Answer 4

Tolman challenged the traditional behaviorist account with another classic experiment in which he demonstrated that learning could occur in the absence of rewards and punishments.

Question 5

Latent Learn aka

Answer 5

“hidden” learning

Answer 6

• Latent rats= no food rewards for 10 days, but goal box on 11th day (on 12th it drops past blue)
  ○ Learning is latent up to 11th day!!
  
  • No reward, less motivation
    *Regular food reward (make lesser and lesser errors) (learning curve)

Question 7

Tolman’s research findings

Answer 7

Latent Learning rats’ learning was not observable until the goal was provided.
* Tolman’s research showed rewards affect whether the learned behaviour will be demonstrated, not whether learning has occurred.
* Learning can occur in the absence of directly experienced rewards and punishments.

Question 8

Social Cognitive

Answer 8

Learning takes place “socially” and “ vicariously” through observing others (“models”).

Question 9

Observational Learning

Answer 9

provides another example of how learning can occur indirectly, without direct reinforcement or punishment.

Question 10

Observational takes place through…

Answer 10

active judgement and constructive processes – that is, it involves cognitive processes of mental representation.

Question 11

Bandura demonstrates:

Answer 11

• Bandura’s study demonstrated vicarious reinforcement and vicarious punishment
  ○ that learning can occur socially through observation, in the absence of directly experienced consequences.
  ○ Performance of aggressive acts is influenced by mental representations of observed consequences.
  ○ Knowledge remained latent in the model-punished group until a reward was introduced.

Question 12

Bandura quote:

Answer 12

“Our theories have been incredibly slow in acknowledging that man (sic) can learn by observation as well as by direct experience. This is another example of how steadfast adherence to orthodox paradigms makes it difficult to transcend the confines of conceptual commitment. Having renounced cognitive determinants, early proponents of behaviourism advanced the doctrine that learning can occur only by performing responses and experiencing their effects. This legacy is still very much with us. The rudimentary form of learning based on direct experience has been exhaustively studied, whereas the more pervasive and powerful mode of learning by observation is largely ignored. A shift in emphasis is needed.” -Albert Bandura, 1974

Question 13

Bandura aim:

Answer 13

If children are a passive witnesses to aggressive behaviour demonstrated by an adult, will they produce it given an opportunity

Question 14

Bandura methodology part 1:

Answer 14

○ The film began with the model walking up to an adult-size Bobo doll and ordering him to “clear the way”.
○ After glaring at the doll, the model exhibited four novel aggressive responses, each accompanied by a distinctive verbalization:
1. The model laid the Bobo doll on its side, sat on it, and punched it in the nose while remarking, “Pow, right in the nose, boom, boom.”
2. The model then raised the doll and pommelled it on the head with a mallet. Each response was accompanied by the verbalization, “Sockeroo . . . stay down.”
3. The model then kicked the doll about the room, and these responses were interspersed with the comment, “Fly away.”
4. The model threw rubber balls at the Bobo doll, each strike punctuated with “Bang.”
○ This sequence was repeated twice.
○ The rewarding and punishing consequences were introduced in the closing scene of the film.

Question 15

Bandura methodology part 2 POSITIVE REINFORCEMENT CONDITION:

Answer 15

□ In the model-rewarded condition, a second adult appeared with a supply of candies and soft drinks and informed the model that he was a “strong champion” and that his superb aggressive performance clearly deserved a generous treat.

□ He then poured him a large glass of 7-Up, and readily supplied additional energy-building nourishment including chocolate bars, Cracker Jack popcorn, and an assortment of candies.

□ While the model was rapidly consuming the treats, his admirer symbolically reinstated the modeled aggressive responses and engaged in considerable positive social reinforcement.

Question 16

Bandura methodology part 2 POSITIVE PUNISHMENT CONDITION:

Answer 16

□ In the model-punished condition, the reinforcing agent appeared on the scene shaking his finger menacingly and commenting reprovingly, “Hey there, you big bully. You quit picking on that clown. I won’t tolerate it.”

□ As the model drew back he tripped and fell, the other adult sat on the model and spanked him with a rolled-up magazine while reminding him of his aggressive behaviour.

□ As the model ran off cowering, the agent forewarned him, “If I catch you doing that again, you big bully, I’ll give you a hard spanking. You quit acting that way.“

Question 17

Bandura methodology part 2 NO CONCEQUENCES CONDITION:

Answer 17

□ Children just see the film end

for all conditions: ○ At the end of their allocated time will the Bobo Doll the children were asked (with reward) to demonstrate what they observed the model doing
This tested latent learning, see what they observed and if they can behave spontaneously given the motivation to do so

Question 18

Bandura results

Answer 18

○ If you then look at the black bars compared across conditions you will see that boys and girls in each observation condition performed similarly when asked to show the experimenter what they had seen – i.e., the important point is that the children had all learned the behaviours equally.

○ Finally, it is interesting to note an overall effect of gender whereby girls were less likely than boys to display the aggressive behaviours, regardless of incentives.