Psych 4.6 Reading Questions, 2025-26

Using the reading, explain how cognitive processes influence learning beyond simple stimulus-response associations.
a. Define what is meant by “cognitive processes” in the context of learning, based on the reading.
b. Describe two examples from the reading that show how cognition affects learning in animals or humans.
c. Explain why these examples suggest that learning is more complex than just classical or operant conditioning.

Compare the behaviorist view of learning with the cognitive perspective presented in the reading.
a. Summarize how early behaviorists like Pavlov and Watson explained learning.
b. Describe how researchers like Rescorla and Bandura challenged or expanded this view.
c. Analyze what this shift from behaviorism to cognitive learning tells us about the importance of mental processes in psychology.

Imagine explaining to a friend why observational learning is important for social behavior development.
a. Use the reading’s definitions of “observational learning” and “modeling” to explain these concepts.
b. Provide two examples from the reading that show how people or animals learn socially.
c. Reflect on how understanding observational learning might change how your friend views learning in everyday life.

Evaluate the significance of “latent learning” in understanding how learning occurs.
a. Define “latent learning” as described in the reading.
b. Give one example from the rat maze study and one real-life example that illustrates latent learning.
c. Conclude whether latent learning supports or challenges the traditional conditioning theories, and justify your reasoning.

Explain how “expectancy” influences the strength of conditioned responses.
a. Define “expectancy” in the context of classical conditioning based on the reading.
b. Describe how the rat’s reaction to the tone and light in Rescorla and Wagner’s study demonstrates expectancy.
c. Analyze how this understanding might impact the effectiveness of conditioning-based therapies in humans.

Why is it important for psychologists to consider biological constraints such as “preparedness” and “instinctive drift” in learning studies?
a. Define “preparedness” and “instinctive drift” using information from the reading or related concepts.
b. Explain how ignoring these biological factors might limit the conclusions of behaviorist learning theories.
c. Provide an example of how these constraints might affect real-world learning or behavior modification.

Predict how ignoring cognitive factors in learning theories might affect the development of educational or therapeutic techniques.
a. Summarize why cognition is important in learning according to the reading.
b. Predict one possible negative outcome if educators or therapists rely solely on stimulus-response conditioning without considering cognition.
c. Argue how including cognitive insights could improve learning outcomes, using examples from the text.

The reading suggests that learning is influenced by social and cultural contexts. How might this understanding affect how you approach learning in a diverse classroom or community?
a. Restate the reading’s point about the role of social-cultural influences on learning.
b. Describe one way cultural differences might change how students observe or imitate behaviors in a classroom.
c. Reflect on how recognizing these differences might guide your actions as a learner or future educator.