1. Cognitive Psychology & Learning
By: Dana Lopez, Eleni Michalopoulos, Amanda Giovenco, Chris Myjak, Robert Heck, Joseph Suh

2. Intro: Banbura created a social learning theory.
It was more complex than older theories.

3. Intro cont.
Banbura includes thought processing in his research, and also general approach.
Referred to as social cognitive theory.

4. Cognitive Approach
Most Present research looks at learning through cognitive approach.
Cognitive approach is an approach to the study of learning that emphasizes abstract mental processes and previous knowledge.
Cognitive means “knowledge-using”.

5. Four Types of Learning
Classical conditioning: learning by association.
Operant Conditioning: learning through re-enforcement.
Social learning: learning by observing and imitating.
Cognitive learning: learning through mental processing.

6. If You Follow The Cognitive Appro.
Able to learn abstract and subtle things.
Could not be learned simply through conditioning or social learning.
Ex: When people heard about superstitions like if you walk under a ladder or break a mirror its bad.

7. Complexities of Conditions 1
Rewards have different effects on different people.
Depends on the situation and person.
People interpret events in their lives differently.

8. Complexities of Conditions 2
Cognitive learning theorists believe that to omit mental processes from the conditioning equation is to ignore the most interesting and meaningful aspects of human behavior.

9. Complexities of Conditions 3
Even “simple” conditioning of animals is not really so simple after all.
Ex: Type of cage experiment keeps an animal in will affect animals learning ability. Time spent in a cage will also affect ability.

10. Complexities of Conditions 4
Individual differences exist among animals in operant conditioning. (Ex: pigeons tend to peck at lighted keys even without reinforcements)

11. Complexities of Conditions 5
For humans, not always necessary to have something actually happen for classical conditioning to occur.
Can use mental images for both unconditional and conditional stimuli.

12. Complexities of Conditions 6
Conditioning process is more complex than just stimuli responses, and consequences.
Ex: Closed space, you’re trapped high up, you might fall out in the open, germs can kill you.

13. Complexities of Conditions 7
It is possible to condition humans and animals to fear natural objects such as umbrellas, trees, light switches, car tires.
Conditioning of fear takes a long times and develops through a sophisticated cognitive process.

14. Complexities of Learning 8
Complications arise when you look at the difference between learning how to do something and actually doing it.
Being exposed to something can result in a small amount of learning.

15. Conditioning Vocab
Latent learning- learning that is not obvious but takes place under the surface.
Expectancies- beliefs about our ability to perform an action and to get the desired reward.
Reinforcement value- the preference for certain types of reinforcement over other types.

16. Cognitive Maps
In the 1930’s, E.C. Tolman argued that the mechanical stimulus response view was too shallow an explanation for all learning.
He claimed that even rats in a maze were able to form a cognitive map.

17. Cognitive Maps
Cognitive map- mental image of where one is located in space.
Strategies- techniques for solving problems.

18. Class Activity
Participant 1 will make a path through desks, while students watch.
2 other participants will try and remember where the first participant went through each desk, and mimic them.
Then participant 1 goes through the path again, but adds more directional changes to the maze.
Participants 2 & 3 repeat the steps of mimicing participant 1.
If they complete the maze successfully they will be rewarded with a prize.