Cognitive Learning
Cognitive Learning - Related Videos
01:21
Cognitive Learning
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2024
Cognitive learning is based on purposive behavior, incidental learning, and insight learning. E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college. Tolman introduced the idea that behavior is influenced by...
08:42
Assessment of Social Cognition in Non-human Primates Using a Network of Computerized Automated Learning Device (ALDM) Test Systems
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Cited by 15 •
2015
Fagot & Paleressompoulle1 have published an automated learning device (ALDM) aimed at testing individual cognitive abilities in semi-free ranging monkeys. The main goal of our protocol is to use a network of ALDM test units to study social cognition in non-human primates.
04:57
Perspectives on Cognitive Psychology
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2023
Source: Laboratory of Jonathan Flombaum—Johns Hopkins University As an Assistant Professor of Psychology and Cognitive Science at Johns Hopkins University, I teach Introduction to Cognitive Psychology. This large class primarily consists of freshman and sophomores majoring in related fields, like Psychology, Neuroscience, or Cognitive Science. One of the challenges I face in the classroom is teaching students to appreciate how data are obtained in the process of performing experiments.
09:08
An Introduction to Cognition
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2023
Cognition encompasses mental processes such as memory, perception, decision-making reasoning and language. Cognitive scientists are using a combination of behavioral and neuropsychological techniques to investigate the underlying neural substrates of cognition. They are interested in understanding how information is perceived, processed and how does it affect the final execution of behaviors. With this knowledge, researchers hope to develop new treatments for individuals with cognitive...
01:38
Cognitive Dissonance
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2020
Social psychologists have documented that feeling good about ourselves and maintaining positive self-esteem is a powerful motivator of human behavior (Tavris & Aronson, 2008). In the United States, members of the predominant culture typically think very highly of themselves and view themselves as good people who are above average on many desirable traits (Ehrlinger, Gilovich, & Ross, 2005). Often, our behavior, attitudes, and beliefs are affected when we experience a threat to our...
FAQs
Prior knowledge provides a framework for interpreting and organizing new information. Learners can connect unfamiliar material to existing knowledge, form more coherent internal representations, and revise those representations when feedback exposes an error or gap. This makes the relationship between what a person already understands and what they are learning important for explaining differences in learning outcomes.
Attention determines which information receives mental processing, while perception shapes how that information is interpreted. Memory then supports the retention and retrieval of what has been processed. Together, these processes influence whether learners notice relevant information, connect it with prior knowledge, and use it later during reasoning, problem-solving, or decision-making.
Reasoning and problem-solving reveal whether learners can use knowledge beyond simple recall. Tasks in these areas can show how people apply internal representations, evaluate information, identify relationships, and reach solutions. They also help researchers examine knowledge transfer, meaning whether learning in one situation supports performance when a related challenge requires flexible use of that knowledge.
These factors influence how effectively learners manage mental processing. Cognitive load concerns the amount of information-processing demand, while metacognition involves awareness of and reflection on one’s own understanding. Motivation can shape engagement with the task. Studying these factors helps explain why the same learning activity may produce different outcomes across people or conditions.
Psychologists investigate it through tasks that assess memory, decision-making, language, insight, and knowledge transfer. Performance on these tasks provides evidence about the mental processes involved in acquiring and revising knowledge. Comparing responses across tasks or learning conditions can help researchers examine how attention, reasoning, feedback, and prior knowledge contribute to observed learning outcomes.
Findings from cognitive learning research inform education, clinical interventions, human-computer interaction, and training design. Applications can use evidence about attention, memory, cognitive load, motivation, and metacognition to shape learning experiences or support changes in understanding. The broader goal is to design activities and systems that better accommodate how people process, organize, and use information.