{"id":536,"date":"2023-03-03T19:13:10","date_gmt":"2023-03-03T19:13:10","guid":{"rendered":"https:\/\/content.one.lumenlearning.com\/introductiontopsychology\/chapter\/reading-cognition-and-latent-learning\/"},"modified":"2025-11-26T14:20:59","modified_gmt":"2025-11-26T14:20:59","slug":"reading-cognition-and-latent-learning","status":"publish","type":"chapter","link":"https:\/\/content.one.lumenlearning.com\/introductiontopsychology\/chapter\/reading-cognition-and-latent-learning\/","title":{"raw":"Other Types of Learning: Learn It 1\u2014Latent Learning","rendered":"Other Types of Learning: Learn It 1\u2014Latent Learning"},"content":{"raw":"<section class=\"textbox learningGoals\">\r\n<ul>\r\n\t<li>Explain latent learning and cognitive maps<\/li>\r\n\t<li>Explain observational learning and the steps in the modeling process<\/li>\r\n\t<li>Describe Albert Bandura's bobo doll experiment and its implications<\/li>\r\n<\/ul>\r\n<\/section>\r\n<h2><b>Latent Learning and Cognitive Maps<\/b><\/h2>\r\n<p class=\"p3\">Early behaviorists such as Watson and Skinner believed psychology should only study observable behavior\u2014not thoughts, plans, or expectations. Skinner went so far as to describe the mind as a <i>\u201cblack box\u201d<\/i>\u2014something unknowable and irrelevant to scientific study. But psychologist <span class=\"s2\">Edward C. Tolman<\/span> challenged this view.<\/p>\r\n<p class=\"p3\">Tolman\u2019s research with rats showed that <span class=\"s2\"><b>learning can occur even without reinforcement<\/b><\/span>, revealing that internal mental processes matter more than strict behaviorism allowed.<\/p>\r\n<section class=\"textbox keyTakeaway\" aria-label=\"Key Takeaway\">\r\n<h3>latent learning<\/h3>\r\n<p><strong>Latent learning<\/strong> is a form of learning that is not immediately expressed in an overt response. It 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>\r\n<\/section>\r\n<p class=\"p3\">In his classic studies (Tolman &amp; Honzik, 1930; Tolman, Ritchie, &amp; Kalish, 1946), Tolman placed hungry rats in a maze. Some received food at the end; others wandered through the maze with <span class=\"s2\"><b>no reward at all<\/b><\/span>. Surprisingly, the unrewarded rats gradually learned the maze layout anyway\u2014they formed a <span class=\"s2\"><b>cognitive map<\/b><\/span>, or a mental representation of the maze.<\/p>\r\n<p class=\"p3\">After 10 days, Tolman added food to the end of the maze for the previously unrewarded rats. Immediately, they began navigating the maze <span class=\"s2\"><b>just as quickly<\/b><\/span> as the rats that had been rewarded all along. The learning had been there the whole time\u2014it simply had not been shown until the rats had a reason to reveal it.<\/p>\r\n<p>&nbsp;<\/p>\r\n<figure>\r\n[caption id=\"\" align=\"aligncenter\" width=\"610\"]<img class=\"\" 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=\"610\" height=\"438\" 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]\r\n<\/figure>\r\n<p data-depth=\"1\">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.<\/p>\r\n<section class=\"textbox example\" aria-label=\"Example\">\r\n<p>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>\r\n<\/section>\r\n<section data-depth=\"1\">\r\n<section class=\"textbox connectIt\">\r\n<h3><b>Cognitive Maps in Everyday Life<\/b><\/h3>\r\n<p class=\"p3\">Cognitive maps aren\u2019t just for rats\u2014everyone uses mental maps to navigate complex environments such as hospitals, shopping malls, airports, and college campuses.<\/p>\r\n<p class=\"p3\">Psychologist <span class=\"s2\"><b>Laura Carlson (2010)<\/b><\/span> explains that people build more accurate maps when they pay attention to <span class=\"s2\"><b>distinctive cues<\/b><\/span>, such as:<\/p>\r\n<ul>\r\n\t<li class=\"p1\">A large painting or sculpture<\/li>\r\n\t<li class=\"p1\">A particular set of windows<\/li>\r\n\t<li class=\"p1\">A fountain or atrium<\/li>\r\n\t<li class=\"p1\">Changes in floor color or pattern<\/li>\r\n<\/ul>\r\n<p class=\"p3\">These anchors help us find our way later, especially in buildings with repetitive hallways or confusing layouts.<\/p>\r\n<\/section>\r\n<section class=\"textbox linkToLearning\">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>.<\/section>\r\n<\/section>\r\n<section data-depth=\"1\">\r\n<div data-type=\"note\" data-label=\"Link to Learning\">\r\n<section class=\"textbox tryIt\">[ohm2_question height=\"600\"]4230[\/ohm2_question]<\/section>\r\n<\/div>\r\n<\/section>","rendered":"<section class=\"textbox learningGoals\">\n<ul>\n<li>Explain latent learning and cognitive maps<\/li>\n<li>Explain observational learning and the steps in the modeling process<\/li>\n<li>Describe Albert Bandura&#8217;s bobo doll experiment and its implications<\/li>\n<\/ul>\n<\/section>\n<h2><b>Latent Learning and Cognitive Maps<\/b><\/h2>\n<p class=\"p3\">Early behaviorists such as Watson and Skinner believed psychology should only study observable behavior\u2014not thoughts, plans, or expectations. Skinner went so far as to describe the mind as a <i>\u201cblack box\u201d<\/i>\u2014something unknowable and irrelevant to scientific study. But psychologist <span class=\"s2\">Edward C. Tolman<\/span> challenged this view.<\/p>\n<p class=\"p3\">Tolman\u2019s research with rats showed that <span class=\"s2\"><b>learning can occur even without reinforcement<\/b><\/span>, revealing that internal mental processes matter more than strict behaviorism allowed.<\/p>\n<section class=\"textbox keyTakeaway\" aria-label=\"Key Takeaway\">\n<h3>latent learning<\/h3>\n<p><strong>Latent learning<\/strong> is a form of learning that is not immediately expressed in an overt response. It 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>\n<p class=\"p3\">In his classic studies (Tolman &amp; Honzik, 1930; Tolman, Ritchie, &amp; Kalish, 1946), Tolman placed hungry rats in a maze. Some received food at the end; others wandered through the maze with <span class=\"s2\"><b>no reward at all<\/b><\/span>. Surprisingly, the unrewarded rats gradually learned the maze layout anyway\u2014they formed a <span class=\"s2\"><b>cognitive map<\/b><\/span>, or a mental representation of the maze.<\/p>\n<p class=\"p3\">After 10 days, Tolman added food to the end of the maze for the previously unrewarded rats. Immediately, they began navigating the maze <span class=\"s2\"><b>just as quickly<\/b><\/span> as the rats that had been rewarded all along. The learning had been there the whole time\u2014it simply had not been shown until the rats had a reason to reveal it.<\/p>\n<p>&nbsp;<\/p>\n<figure>\n<figure style=\"width: 610px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"\" 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=\"610\" height=\"438\" data-media-type=\"image\/jpeg\" \/><figcaption 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)<\/figcaption><\/figure>\n<\/figure>\n<p data-depth=\"1\">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.<\/p>\n<section class=\"textbox example\" aria-label=\"Example\">\n<p>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<\/section>\n<section data-depth=\"1\">\n<section class=\"textbox connectIt\">\n<h3><b>Cognitive Maps in Everyday Life<\/b><\/h3>\n<p class=\"p3\">Cognitive maps aren\u2019t just for rats\u2014everyone uses mental maps to navigate complex environments such as hospitals, shopping malls, airports, and college campuses.<\/p>\n<p class=\"p3\">Psychologist <span class=\"s2\"><b>Laura Carlson (2010)<\/b><\/span> explains that people build more accurate maps when they pay attention to <span class=\"s2\"><b>distinctive cues<\/b><\/span>, such as:<\/p>\n<ul>\n<li class=\"p1\">A large painting or sculpture<\/li>\n<li class=\"p1\">A particular set of windows<\/li>\n<li class=\"p1\">A fountain or atrium<\/li>\n<li class=\"p1\">Changes in floor color or pattern<\/li>\n<\/ul>\n<p class=\"p3\">These anchors help us find our way later, especially in buildings with repetitive hallways or confusing layouts.<\/p>\n<\/section>\n<section class=\"textbox linkToLearning\">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>.<\/section>\n<\/section>\n<section data-depth=\"1\">\n<div data-type=\"note\" data-label=\"Link to Learning\">\n<section class=\"textbox tryIt\"><iframe loading=\"lazy\" id=\"ohm4230\" class=\"resizable\" src=\"https:\/\/ohm.one.lumenlearning.com\/multiembedq.php?id=4230&theme=lumen&iframe_resize_id=ohm4230&source=tnh&show_question_numbers\" width=\"100%\" height=\"600\"><\/iframe><\/section>\n<\/div>\n<\/section>\n","protected":false},"author":20,"menu_order":25,"template":"","meta":{"_candela_citation":"[{\"type\":\"cc\",\"description\":\"Operant Conditioning\",\"author\":\"OpenStax 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