{"id":2306,"date":"2016-11-03T04:16:05","date_gmt":"2016-11-03T04:16:05","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/waymaker-psychology\/?post_type=chapter&#038;p=2306"},"modified":"2024-05-17T02:44:20","modified_gmt":"2024-05-17T02:44:20","slug":"reading-cognition-and-latent-learning","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/waymaker-psychology\/chapter\/reading-cognition-and-latent-learning\/","title":{"raw":"Latent Learning","rendered":"Latent Learning"},"content":{"raw":"<div class=\"textbox learning-objectives\">\r\n<h3>Learning Objectives<\/h3>\r\n<ul>\r\n \t<li>Explain latent learning and cognitive maps<\/li>\r\n<\/ul>\r\n<\/div>\r\nStrict behaviorists like Watson and Skinner focused exclusively on studying behavior rather than cognition (such as thoughts and expectations). In fact, Skinner was such a staunch believer that cognition didn't matter that his ideas were considered <strong>radical behaviorism<\/strong>. Skinner considered the mind a \"black box\"\u2014something completely unknowable\u2014and, therefore, something not to be studied. However, another behaviorist, Edward C. Tolman, had a different opinion. Tolman\u2019s experiments with rats demonstrated that organisms can learn even if they do not receive immediate reinforcement (Tolman &amp; Honzik, 1930; Tolman, Ritchie, &amp; Kalish, 1946). This finding was in conflict with the prevailing idea at the time that reinforcement must be immediate in order for learning to occur, thus suggesting a cognitive aspect to learning.\r\n\r\n<strong>Latent learning<\/strong> is a form of learning that is not immediately expressed in an overt response. It occurs without any obvious reinforcement of the behavior or associations that are learned. Latent learning is not readily apparent to the researcher because it is not shown behaviorally until there is sufficient motivation. This type of learning broke the constraints of behaviorism, which stated that processes must be directly observable and that learning was the direct consequence of conditioning to stimuli.\r\n\r\n<section data-depth=\"1\">In the experiments, Tolman placed hungry rats in a maze with no reward for finding their way through it. He also studied a comparison group that was rewarded with food at the end of the maze. As the unreinforced rats explored the maze, they developed a <strong>cognitive map<\/strong>: a mental picture of the layout of the maze (Figure 1). After 10 sessions in the maze without reinforcement, food was placed in a goal box at the end of the maze. As soon as the rats became aware of the food, they were able to find their way through the maze quickly, just as quickly as the comparison group, which had been rewarded with food all along. This is known as latent learning: learning that occurs but is not observable in behavior until there is a reason to demonstrate it.\r\n<figure>\r\n\r\n[caption id=\"\" align=\"aligncenter\" width=\"975\"]<img src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images-archive-read-only\/wp-content\/uploads\/sites\/902\/2015\/02\/23224812\/CNX_Psych_06_03_Ratmaze.jpg\" alt=\"An illustration shows three rats in a maze, with a starting point and food at the end.\" width=\"975\" height=\"700\" data-media-type=\"image\/jpeg\" \/> <strong>Figure 1<\/strong>. Psychologist Edward Tolman found that rats use cognitive maps to navigate through a maze. Have you ever worked your way through various levels on a video game? You learned when to turn left or right, move up or down. In that case you were relying on a cognitive map, just like the rats in a maze. (credit: modification of work by \"FutUndBeidl\"\/Flickr)[\/caption]<\/figure>\r\nLatent learning also occurs in humans. Children may learn by watching the actions of their parents but only demonstrate it at a later date, when the learned material is needed. For example, suppose that Ravi\u2019s dad drives him to school every day. In this way, Ravi learns the route from his house to his school, but he\u2019s never driven there himself, so he has not had a chance to demonstrate that he\u2019s learned the way. One morning Ravi\u2019s dad has to leave early for a meeting, so he can\u2019t drive Ravi to school. Instead, Ravi follows the same route on his bike that his dad would have taken in the car. This demonstrates latent learning. Ravi had learned the route to school, but had no need to demonstrate this knowledge earlier.\r\n<div data-type=\"note\" data-label=\"Everyday Connection\">\r\n<div class=\"textbox exercises\">\r\n<h3>Everyday Connection: This Place Is Like a Maze<\/h3>\r\nHave you ever gotten lost in a building and couldn\u2019t find your way back out? While that can be frustrating, you\u2019re not alone. At one time or another we\u2019ve all gotten lost in places like a museum, hospital, or university library. Whenever we go someplace new, we build a mental representation\u2014or cognitive map\u2014of the location, as Tolman\u2019s rats built a cognitive map of their maze. However, some buildings are confusing because they include many areas that look alike or have short lines of sight. Because of this, it\u2019s often difficult to predict what\u2019s around a corner or decide whether to turn left or right to get out of a building. Psychologist Laura Carlson (2010) suggests that what we place in our cognitive map can impact our success in navigating through the environment. She suggests that paying attention to specific features upon entering a building, such as a picture on the wall, a fountain, a statue, or an escalator, adds information to our cognitive map that can be used later to help find our way out of the building.\r\n\r\n<\/div>\r\n<\/div>\r\n<div data-type=\"note\" data-label=\"Link to Learning\">\r\n<div class=\"textbox examples\">\r\n<h3>Link to Learning<\/h3>\r\nWatch this <a href=\"https:\/\/www.youtube.com\/watch?time_continue=5&amp;v=TU6tSkdbPh4\" target=\"_blank\" rel=\"noopener\">video to learn more about Laura Carlson\u2019s studies on cognitive maps and navigation in buildings<\/a>.\r\n\r\n<\/div>\r\n<div class=\"textbox tryit\">\r\n<h3>Try It<\/h3>\r\nhttps:\/\/assess.lumenlearning.com\/practice\/e167827a-2d32-4499-933a-8404e3452b64\r\n\r\nhttps:\/\/assess.lumenlearning.com\/practice\/5dbfe510-afad-414e-b5c6-c4a99e58f88e\r\n\r\n<\/div>\r\n<\/div>\r\n<\/section><section data-depth=\"1\">\r\n<div><section>\r\n<div class=\"textbox key-takeaways\">\r\n<h3>Glossary<\/h3>\r\n<div data-type=\"definition\"><strong>cognitive map:\u00a0<\/strong>mental picture of the layout of the environment<\/div>\r\n<div data-type=\"definition\"><strong>latent learning:\u00a0<\/strong>learning that occurs, but it may not be evident until there is a reason to demonstrate it<\/div>\r\n<\/div>\r\n<\/section><\/div>\r\n<\/section>","rendered":"<div class=\"textbox learning-objectives\">\n<h3>Learning Objectives<\/h3>\n<ul>\n<li>Explain latent learning and cognitive maps<\/li>\n<\/ul>\n<\/div>\n<p>Strict behaviorists like Watson and Skinner focused exclusively on studying behavior rather than cognition (such as thoughts and expectations). In fact, Skinner was such a staunch believer that cognition didn&#8217;t matter that his ideas were considered <strong>radical behaviorism<\/strong>. Skinner considered the mind a &#8220;black box&#8221;\u2014something completely unknowable\u2014and, therefore, something not to be studied. However, another behaviorist, Edward C. Tolman, had a different opinion. Tolman\u2019s experiments with rats demonstrated that organisms can learn even if they do not receive immediate reinforcement (Tolman &amp; Honzik, 1930; Tolman, Ritchie, &amp; Kalish, 1946). This finding was in conflict with the prevailing idea at the time that reinforcement must be immediate in order for learning to occur, thus suggesting a cognitive aspect to learning.<\/p>\n<p><strong>Latent learning<\/strong> is a form of learning that is not immediately expressed in an overt response. It occurs without any obvious reinforcement of the behavior or associations that are learned. Latent learning is not readily apparent to the researcher because it is not shown behaviorally until there is sufficient motivation. This type of learning broke the constraints of behaviorism, which stated that processes must be directly observable and that learning was the direct consequence of conditioning to stimuli.<\/p>\n<section data-depth=\"1\">In the experiments, Tolman placed hungry rats in a maze with no reward for finding their way through it. He also studied a comparison group that was rewarded with food at the end of the maze. As the unreinforced rats explored the maze, they developed a <strong>cognitive map<\/strong>: a mental picture of the layout of the maze (Figure 1). After 10 sessions in the maze without reinforcement, food was placed in a goal box at the end of the maze. As soon as the rats became aware of the food, they were able to find their way through the maze quickly, just as quickly as the comparison group, which had been rewarded with food all along. This is known as latent learning: learning that occurs but is not observable in behavior until there is a reason to demonstrate it.<\/p>\n<figure>\n<div style=\"width: 985px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images-archive-read-only\/wp-content\/uploads\/sites\/902\/2015\/02\/23224812\/CNX_Psych_06_03_Ratmaze.jpg\" alt=\"An illustration shows three rats in a maze, with a starting point and food at the end.\" width=\"975\" height=\"700\" data-media-type=\"image\/jpeg\" \/><\/p>\n<p class=\"wp-caption-text\"><strong>Figure 1<\/strong>. Psychologist Edward Tolman found that rats use cognitive maps to navigate through a maze. Have you ever worked your way through various levels on a video game? You learned when to turn left or right, move up or down. In that case you were relying on a cognitive map, just like the rats in a maze. (credit: modification of work by &#8220;FutUndBeidl&#8221;\/Flickr)<\/p>\n<\/div>\n<\/figure>\n<p>Latent learning also occurs in humans. Children may learn by watching the actions of their parents but only demonstrate it at a later date, when the learned material is needed. For example, suppose that Ravi\u2019s dad drives him to school every day. In this way, Ravi learns the route from his house to his school, but he\u2019s never driven there himself, so he has not had a chance to demonstrate that he\u2019s learned the way. One morning Ravi\u2019s dad has to leave early for a meeting, so he can\u2019t drive Ravi to school. Instead, Ravi follows the same route on his bike that his dad would have taken in the car. This demonstrates latent learning. Ravi had learned the route to school, but had no need to demonstrate this knowledge earlier.<\/p>\n<div data-type=\"note\" data-label=\"Everyday Connection\">\n<div class=\"textbox exercises\">\n<h3>Everyday Connection: This Place Is Like a Maze<\/h3>\n<p>Have you ever gotten lost in a building and couldn\u2019t find your way back out? While that can be frustrating, you\u2019re not alone. At one time or another we\u2019ve all gotten lost in places like a museum, hospital, or university library. Whenever we go someplace new, we build a mental representation\u2014or cognitive map\u2014of the location, as Tolman\u2019s rats built a cognitive map of their maze. However, some buildings are confusing because they include many areas that look alike or have short lines of sight. Because of this, it\u2019s often difficult to predict what\u2019s around a corner or decide whether to turn left or right to get out of a building. Psychologist Laura Carlson (2010) suggests that what we place in our cognitive map can impact our success in navigating through the environment. She suggests that paying attention to specific features upon entering a building, such as a picture on the wall, a fountain, a statue, or an escalator, adds information to our cognitive map that can be used later to help find our way out of the building.<\/p>\n<\/div>\n<\/div>\n<div data-type=\"note\" data-label=\"Link to Learning\">\n<div class=\"textbox examples\">\n<h3>Link to Learning<\/h3>\n<p>Watch this <a href=\"https:\/\/www.youtube.com\/watch?time_continue=5&amp;v=TU6tSkdbPh4\" target=\"_blank\" rel=\"noopener\">video to learn more about Laura Carlson\u2019s studies on cognitive maps and navigation in buildings<\/a>.<\/p>\n<\/div>\n<div class=\"textbox tryit\">\n<h3>Try It<\/h3>\n<p>\t<iframe id=\"assessment_practice_e167827a-2d32-4499-933a-8404e3452b64\" class=\"resizable\" src=\"https:\/\/assess.lumenlearning.com\/practice\/e167827a-2d32-4499-933a-8404e3452b64?iframe_resize_id=assessment_practice_id_e167827a-2d32-4499-933a-8404e3452b64\" frameborder=\"0\" style=\"border:none;width:100%;height:100%;min-height:300px;\"><br \/>\n\t<\/iframe><\/p>\n<p>\t<iframe id=\"assessment_practice_5dbfe510-afad-414e-b5c6-c4a99e58f88e\" class=\"resizable\" src=\"https:\/\/assess.lumenlearning.com\/practice\/5dbfe510-afad-414e-b5c6-c4a99e58f88e?iframe_resize_id=assessment_practice_id_5dbfe510-afad-414e-b5c6-c4a99e58f88e\" frameborder=\"0\" style=\"border:none;width:100%;height:100%;min-height:300px;\"><br \/>\n\t<\/iframe><\/p>\n<\/div>\n<\/div>\n<\/section>\n<section data-depth=\"1\">\n<div>\n<section>\n<div class=\"textbox key-takeaways\">\n<h3>Glossary<\/h3>\n<div data-type=\"definition\"><strong>cognitive map:\u00a0<\/strong>mental picture of the layout of the environment<\/div>\n<div data-type=\"definition\"><strong>latent learning:\u00a0<\/strong>learning that occurs, but it may not be evident until there is a reason to demonstrate it<\/div>\n<\/div>\n<\/section>\n<\/div>\n<\/section>\n\n\t\t\t <section class=\"citations-section\" role=\"contentinfo\">\n\t\t\t <h3>Candela Citations<\/h3>\n\t\t\t\t\t <div>\n\t\t\t\t\t\t <div id=\"citation-list-2306\">\n\t\t\t\t\t\t\t <div class=\"licensing\"><div class=\"license-attribution-dropdown-subheading\">CC licensed content, Shared previously<\/div><ul class=\"citation-list\"><li>Operant Conditioning. <strong>Authored by<\/strong>: OpenStax College. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/openstax.org\/books\/psychology-2e\/pages\/6-3-operant-conditioning\">https:\/\/openstax.org\/books\/psychology-2e\/pages\/6-3-operant-conditioning<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY: Attribution<\/a><\/em>. <strong>License Terms<\/strong>: Download for free at https:\/\/openstax.org\/books\/psychology-2e\/pages\/1-introduction<\/li><li>Latent Learning. <strong>Provided by<\/strong>: Boundless. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/www.boundless.com\/psychology\/textbooks\/boundless-psychology-textbook\/learning-7\/cognitive-approaches-to-learning-48\/latent-learning-202-12737\/\">https:\/\/www.boundless.com\/psychology\/textbooks\/boundless-psychology-textbook\/learning-7\/cognitive-approaches-to-learning-48\/latent-learning-202-12737\/<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-sa\/4.0\/\">CC BY-SA: Attribution-ShareAlike<\/a><\/em><\/li><\/ul><\/div>\n\t\t\t\t\t\t <\/div>\n\t\t\t\t\t <\/div>\n\t\t\t <\/section>","protected":false},"author":29,"menu_order":12,"template":"","meta":{"_candela_citation":"[{\"type\":\"cc\",\"description\":\"Operant Conditioning\",\"author\":\"OpenStax College\",\"organization\":\"\",\"url\":\"https:\/\/openstax.org\/books\/psychology-2e\/pages\/6-3-operant-conditioning\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"Download for free at 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