Question

In cognitive learning theory, it is assumed that people develop a(n) ___ about receiving a reinforcer when they behave a certain way.

Short answer

Expectation

Step-by-step solution

Understanding Cognitive Learning Theory

Cognitive learning theory is based on the idea that individuals process information through cognition. They learn by using their mental abilities, forming mental representations of the world around them. This can include associating a certain behavior with getting a reinforcer.

Identifying the Key Concepts

In this context, the exercise asks for a component of cognitive learning theory which signifies an individual's understanding or anticipation of receiving a reward or 'reinforcer' if they behave in a certain way. This is essentially the anticipated outcome of a behavior, often leading to the repetition of that behavior to gain the same reward.

Providing the Answer

In cognitive learning theory, such anticipation, understanding or belief is often referred to as an 'expectation'. When people act in a particular way and receive a reinforcement, they develop an 'expectation' of receiving the reinforcement each time they perform that behavior again.

Key concepts

Expectation in Learning

When we delve into the depths of cognitive learning theory, we encounter the concept of expectation in learning. This is the mental anticipation or forecast that forms when a learner associates a specific outcome with their actions. It’s the 'if I do this, then this will happen' idea that gets etched into our brain circuits.

Imagine a student who studies diligently before a test and earns a high score. The positive result creates an expectation: if the studying pattern is repeated, good grades will follow. This belief shapes future behaviors, guiding the student towards consistent levels of effort and study habits.

• Expectations influence motivation: The higher the expectation of a positive result, the more motivated one might be to engage in the behavior.
• Expectations can be self-fulfilling: Consistently experiencing the expected outcome can reinforce the strength and influence of these expectations.

Aspects like prior knowledge, cultural background, and personal goals all contribute to molding these expectations, making them a powerful force in the learning process.

Reinforcement

A key player in cognitive learning theory is the concept of reinforcement. This is the process of increasing the likelihood of a behavior to occur again by following it with a positive event or the removal of an adverse one.

Two Types of Reinforcement

Positive reinforcement involves granting a -reward- after a desired behavior, encouraging its recurrence. Meanwhile, negative reinforcement removes an unpleasant element from the situation once the desired behavior is performed. Take a dog obeying a command: a treat (positive reinforcement) or the end of a loud, unpleasant sound (negative reinforcement) can strengthen the dog’s obedience.

For students, a good grade or praise from a teacher serves as a positive reinforcement that is likely to increase study behaviors, while the reduction of difficult homework after showing improvement is a negative reinforcement that further encourages dedicated studying.

Behavioral Association

Central to cognitive learning theory is the idea of behavioral association. This is the mental link that learners create between their actions and the outcomes of those actions.

Consider Pavlov’s classic experiment with dogs: The sound of a bell, when repeatedly paired with the presentation of food, eventually led the dogs to salivate at the bell alone. The dogs associated the sound with the expectation of food.

• Association is strengthened through repetition: Frequent connection between behavior and outcome solidifies the link in our minds.
• Association informs expectations: Once an association is made, it shapes what we expect to happen in the future.

Behavioral associations are not just about automatic responses; they also encompass complex behaviors that involve a variety of environmental cues and personal beliefs.

Mental Representations

Lastly, let’s illuminate mental representations, a cornerstone of cognitive learning theory. These are the internal depictions we have of the world, including concepts, ideas, and the relationships between different elements. They are the mental models or 'maps' we use to navigate our surroundings and experiences.

Mental representations come into play when we solve problems, make decisions, or learn new information. A student might picture a timeline of historical events to better understand cause and effect, or a chemist may visualize the molecular structure to grasp chemical reactions.

• Our pre-existing mental representations influence new learning: What we already 'see' in our mind affects how we interpret and assimilate new information.
• They can be modified with experience: As we gain new knowledge, our mental maps become more detailed and sophisticated.

Dynamic and ever-changing, mental representations play a crucial role in how we learn and apply knowledge.