Explain cognitive learning, including insight, latent learning, cognitive maps, learning sets and transfer of learning.

What this dot point is asking

Classical and operant conditioning explain learning through association and consequences, but they ignore what happens in the mind. Cognitive learning theory argues that learners actively process, store and use information, and that learning can occur without any visible reward. This dot point sits in Module 2 alongside the conditioning theories.

Insight learning

Insight learning is the sudden grasp of a solution after a period of mental restructuring, not gradual trial and error. Wolfgang Kohler studied chimpanzees in the 1920s. A chimp named Sultan, unable to reach a banana, paused, then suddenly stacked boxes or joined two sticks to retrieve it. The solution appeared abruptly, a moment often called the "aha" experience, suggesting the chimp had mentally rearranged the elements of the problem rather than learning by reinforced steps.

Latent learning and cognitive maps

Latent learning is learning that occurs but is not shown in behaviour until there is a reason (a reinforcer) to use it. Edward Tolman and Honzik (1930) let rats explore a maze. One group was never rewarded, one always rewarded, and one only rewarded from day eleven. The third group, once reward was introduced, almost instantly performed as well as the always-rewarded group. They had been learning the maze all along; the learning was latent until reward made it worthwhile to display.

Tolman explained this with cognitive maps: mental representations of the spatial layout of an environment. The rats had built a map of the maze through exploration, showing that learning is about acquiring knowledge, not just strengthening responses.

Learning sets

A learning set, or "learning to learn", is an acquired strategy that makes solving later problems of the same type faster. Harlow showed that monkeys given many similar discrimination problems eventually solved new ones almost immediately, because they had learned the underlying rule rather than each specific answer. Learning sets show experience can build general problem-solving approaches, not just particular responses.

Transfer of learning

Transfer of learning is the effect of prior learning on new learning. Positive transfer occurs when earlier learning helps later learning (knowing the piano helps in learning the organ). Negative transfer occurs when earlier learning interferes (driving on the left makes driving on the right harder at first). Recognising transfer helps explain why some new skills come easily and others are confusing.

Problem solving as applied cognitive learning

Problem solving brings these ideas together. It can use algorithms (step-by-step methods that guarantee a solution) or heuristics (mental shortcuts that are quick but not always correct). Insight, cognitive maps and learning sets all feed into how efficiently a person solves a novel problem.

Putting it together

Use cognitive learning whenever a change in behaviour cannot be traced to a reinforced response. Name Kohler for insight, Tolman for latent learning and cognitive maps, and Harlow for learning sets, then distinguish positive from negative transfer. Showing that learning involves active mental processing, not just stimulus and response, is exactly the evaluation TASC rewards in the learning module.