Latent learning: what it is and how it is expressed according to Tolmans theory

Edward C. Tolman's latent learning theory is based on several experiments

There is no single way of acquiring knowledge. Throughout history there have been several studies on this subject, and they show the wide range of possibilities we have to acquire knowledge.

In this article we will review the latent learning theory proposed by the psychologist Edward C. Tolman. By experimenting with rats, this researcher managed to prove that it is possible to learn the exact steps of a process unconsciously, or in the background.

How is latent learning according to Tolman?

The latent learning, according to Tolman's theory, consists in the acquisition of knowledge in an unconscious way that is to say, that the subject, in spite of not having any intentionality to obtain the knowledge, would obtain it through the repeated exposition of the steps to follow.

To better exemplify the matter, let us put it in the following way. The co-driver of a car could learn by Heart the path that the driver follows without having the intention of actually driving along it. However, this learning would not be reflected in the subject (co-driver) until he/she had to travel the same road as the driver.

The same happens with children when their parents take them to school, they learn the road unconsciously and the learning comes to light when it is their turn to go on their own.

Latent learning does not work only with directions. It is also evident when a subject constantly observes another subject performing an activity. After a while, the observer would end up knowing the procedure to follow to achieve the correct result.

Although observation plays a fundamental role in this type of learning, it is not through observation that knowledge is internalized, taking into account that observation is a conscious process (seeing is not the same as observing).

Differences between observational and latent learning

As we have seen above, one of the differences between these two types of learning is that one is conscious while the other is acquired without any intentionality.

Observational learning requires concentrating on an activity with the aim of acquiring some necessary information. Latent learning, on the other hand, is not based on the conscious search for information, nor on observing anything in particular.

For example, a classic case of observational learning would be when a child observes that his parents yell at his brother to stop doing something, and he obeys them. The learning that yelling is effective in solving a problem is then internalized.

On the other hand, when it comes to latent learning, the knowledge comes from other ways, such as constant repetition of an activity or exposure to it.

In other words, we can say that when learning is latent, it does not require a positive reinforcer, unlike observational learning, which requires a positive reinforcer. Unlike observational learning, which requires reinforcement by means of the results obtained.

Tolman's experiment

The American psychologist Edward C. Tolman proved through an experiment carried out with rats that they were capable of learning the correct way out of a maze by means of unintentional learning.

The experiment consisted in that the rats had to learn the way out without obtaining any positive stimulus for it, and they were able to do so. After being enclosed in the maze for some time and going through a series of runs through the maze, the rats learned the different possible paths.

The rodents The rodents were able to determine which path led to the exit of the maze, where a box with food was located, but from which they did not always get to the exit of the maze. How this fact could be proved, let's see the phases of the experiment in detail.

1. Separate three groups of rats

Depending on the groups, rats were allowed to eat always, never, or only after the tenth time they managed to reach the exit of the maze.. This was done with the intention that food would not have a conditioning stimulus for the three groups of rats that were used.

2. Results

It was determined that the rats that were allowed to eat after reaching the exit for the tenth time, were the ones that traveled the path faster than the others; in this way, Tolman's theory regarding learning was proved.

Although this group of rats knew the way to the exit, it was not until they received their food that they learned the way to the exit, it was not until they received their food that they began to travel the fastest way to the exit.. That is, knowledge of the path to the exit was not actively implemented until there was significant motivation to bring it to the surface.

Bibliographical references:

• Arias Gómez, D. H. (2005) Enseñanza y Aprendizaje de las Ciencias Sociales: Una propuesta didáctica. Bogotá. Cooperativa Editorial Magisterio.
• Tolman, E.C. (1948). Cognitive maps in rats and men. Psychological Review. 55(4): pp. 189 - 208.