Social learning theory (Bandura) says you can learn by watching others—you don’t need direct rewards or punishments (vicarious conditioning/observational learning). Key pieces: you must attend to a model, retain what you saw, be able to reproduce the action, and be motivated to do it (attention-retention-reproduction-motivation). You’re more likely to copy models who are similar to you or who get rewarded (vicarious reinforcement). Classic evidence: the Bobo doll experiment showed kids imitate aggressive acts they observed. Neurobiologically, mirror neurons and brain areas like the hippocampus support imitation and memory for modeled behavior. On the AP exam, expect questions linking Bandura, vicarious conditioning, model similarity, and the four-step process—use the Topic 3.9 CED terms when you answer. For a quick review and practice questions, see the Topic 3.9 study guide (https://library.fiveable.me/ap-psych-new/unit-3/9-social-cognitive-and-neurological-factors-in-learning/study-guide/r8fYvmYcQkqtEHik) and Fiveable practice problems (https://library.fiveable.me/practice/ap-psych-new).

Because humans use social learning (observational learning), you don’t have to get punished or rewarded yourself to learn. Bandura’s social learning theory (think Bobo doll) says you can copy a model’s behavior after paying attention to it, storing it (retention), being able to reproduce it, and having motivation to do so (attention–retention–reproduction–motivation). Vicarious conditioning explains how seeing someone else get reinforced or punished changes your own behavior. You’re more likely to learn from models who are similar to you or who have authority. At a neural level, mirror neurons help you simulate others’ actions and the hippocampus stores what you observe, so the learning can be used later (latent learning/cognitive maps also fit this bigger cognitive picture). This is exactly what AP CED Topic 3.9 expects you to know (LO 3.9.A). For a quick review, see the Topic 3.9 study guide (https://library.fiveable.me/ap-psych-new/unit-3/9-social-cognitive-and-neurological-factors-in-learning/study-guide/r8fYvmYcQkqtEHik) and try practice questions (https://library.fiveable.me/practice/ap-psych-new).

Short answer: social learning = learning by watching others; regular conditioning = learning from your own direct experiences with stimuli or consequences. Quick breakdown: - Social (observational/vicarious) learning—Bandura/Bobo doll: you copy a model’s behavior after attending to, retaining, and being motivated to reproduce it. It doesn’t require you to get a reward or punishment yourself; vicarious reinforcement (seeing someone else rewarded) can teach you. Model similarity and mirror neurons help explain why you imitate some people more than others. (CED 3.9.A.1) - Regular conditioning—includes classical (associating two stimuli; e.g., CS→CR) and operant (your behavior changes because of reinforcement or punishment). Learning here needs direct experience with consequences or stimulus pairing. Why it matters for AP: expect questions about Bandura vs. Pavlov/Skinner and terms like vicarious conditioning, attention–retention–reproduction–motivation on the exam. Review Topic 3.9 study guide (https://library.fiveable.me/ap-psych-new/unit-3/9-social-cognitive-and-neurological-factors-in-learning/study-guide/r8fYvmYcQkqtEHik) and do practice problems (https://library.fiveable.me/practice/ap-psych-new) to prep.

Vicarious conditioning means you learn from watching someone else get rewarded or punished—you don’t have to experience the consequence yourself. It’s part of social learning theory (think Bandura’s Bobo doll study). If a model’s behavior is followed by a reward (vicarious reinforcement), you’re more likely to copy it; if it’s punished, you’re less likely. Learning is more likely when you pay attention, remember the action, can reproduce it, and want to (attention → retention → reproduction → motivation). You’re also more likely to imitate models who are similar to you or prestigious. This shows up on the AP exam under Topic 3.9 (3.9.A.1)—expect multiple-choice or FRQ items asking you to identify vicarious conditioning, vicarious reinforcement, or apply the ARRM processes. For a clear review and practice questions, see the Topic 3.9 study guide on Fiveable (https://library.fiveable.me/ap-psych-new/unit-3/9-social-cognitive-and-neurological-factors-in-learning/study-guide/r8fYvmYcQkqtEHik).

If a model is similar to you (age, gender, background, or attitudes), you’re more likely to pay attention to and copy their behavior—that’s a core point of Bandura’s social learning theory. Similarity boosts the attention and motivation steps of the ARRM process (Attention → Retention → Reproduction → Motivation): you notice the model, remember what they did, can reproduce it, and want the same outcome. Vicarious reinforcement matters too—if a similar model gets rewarded, you’re more likely to imitate the behavior because you expect the same reward. Neurologically, mirror neurons also make observing similar others easier to map onto your own actions. This idea shows up on the AP exam (multiple choice and FRQs) under social learning/observational learning (CED 3.9.A.1). For a quick topic review, see the Fiveable study guide (https://library.fiveable.me/ap-psych-new/unit-3/9-social-cognitive-and-neurological-factors-in-learning/study-guide/r8fYvmYcQkqtEHik).

Insight learning is a sudden understanding of a problem’s solution that happens without trial-and-error, reinforcement, or copying a model—basically an “aha!” moment (Wolfgang Köhler first described this in apes). Unlike social/observational learning (Bandura) where you learn by watching a model and vicarious reinforcement, insight doesn’t require a model. And unlike latent learning (Tolman), which is learning that’s stored and shown later (often via a cognitive map), insight produces an immediate, reorganized solution on the spot. Neurologically, insight involves rapid reorganization of problem representations (fronto-temporal networks; mirror neurons are more tied to imitation). For AP review, this is in Topic 3.9 (CED 3.9.B.1)—know definitions and contrasts for multiple-choice and FRQs. See the topic study guide for a concise summary (https://library.fiveable.me/ap-psych-new/unit-3/9-social-cognitive-and-neurological-factors-in-learning/study-guide/r8fYvmYcQkqtEHik). For more practice, check unit resources and 1000+ practice problems (https://library.fiveable.me/ap-psych-new/unit-3) (https://library.fiveable.me/practice/ap-psych-new).

Insight learning = the sudden “aha!” solution that isn’t learned by trial-and-error, reinforcement, or copying a model (CED 3.9.B.1). Useful, short examples you can drop on the exam: - Wolfgang Köhler’s chimpanzees: a chimp stacked boxes and/or used a stick to reach a banana after a sudden realization (classic AP example). - A student suddenly seeing how to solve a math proof by re-arranging steps rather than practicing many attempts (an “aha” restructuring). - Figuring out how to get a stuck zipper by folding fabric differently—no reinforcement, just a new insight. - A designer solving a layout problem by mentally combining parts in a new way and immediately implementing it. On the exam, contrast insight learning with observational learning (Bandura) and latent learning (Tolman/cognitive maps) to show you know the difference. For review, see the Topic 3.9 study guide (https://library.fiveable.me/ap-psych-new/unit-3/9-social-cognitive-and-neurological-factors-in-learning/study-guide/r8fYvmYcQkqtEHik) and practice questions (https://library.fiveable.me/practice/ap-psych-new).

Latent learning means you pick up info without any immediate reward, so the learning isn’t obvious until a reason to show it appears. Tolman’s classic rat-maze work shows this: rats that wandered a maze without food later ran straight to the goal once food was put there—they’d formed a “cognitive map” (mental layout) even though there was no reinforcement earlier. In humans, you might learn the layout of a new school just by walking around; you don’t get reinforced, but when you need to get somewhere fast, that knowledge shows up. This fits the CED: latent learning (3.9.B.2) and cognitive maps explain learning without reinforcement. On the AP exam expect questions tying Tolman, cognitive maps, and contrast with reinforcement-based learning. For a focused review, see the Topic 3.9 study guide (https://library.fiveable.me/ap-psych-new/unit-3/9-social-cognitive-and-neurological-factors-in-learning/study-guide/r8fYvmYcQkqtEHik) and practice problems (https://library.fiveable.me/practice/ap-psych-new).

A cognitive map is an internal mental representation of the layout of an environment—like a mental GPS of routes, landmarks, and spatial relationships. Edward Tolman showed that rats developed cognitive maps of a maze even when they weren’t being reinforced; they’d only show the learning later when food was available. That pattern is latent learning: learning that happens without reinforcement and isn’t obvious until there’s a reason to demonstrate it. In AP terms, Tolman’s latent learning and cognitive maps contrast with strict behaviorist ideas that reinforcement is required for learning (CED 3.9.B; keywords: Edward Tolman, latent learning, cognitive map). You might see this concept on multiple-choice items or applied in FRQs about cognitive factors in learning. For a quick topic review, check the Topic 3.9 study guide on Fiveable (https://library.fiveable.me/ap-psych-new/unit-3/9-social-cognitive-and-neurological-factors-in-learning/study-guide/r8fYvmYcQkqtEHik) and practice questions (https://library.fiveable.me/practice/ap-psych-new).

You learn things you don’t immediately show because not all learning needs reinforcement or a prompt to appear—and that’s exactly what AP Psych calls latent learning and observational learning. Latent learning (Tolman) means you form cognitive maps or knowledge without rewards, then use it later when it’s useful (e.g., remembering a shortcut only when you need it). Observational/social learning (Bandura) lets you encode behavior by watching models through attention → retention → reproduction → motivation processes; you might not reproduce the action until you’re motivated or see vicarious reinforcement. Neurologically, hippocampus and mirror-neuron systems help store and simulate experiences so they can surface later. For the exam, know these terms and examples (latent learning, insight, Bandura, vicarious conditioning) and practice applying them to prompts. Review Topic 3.9 study guide (https://library.fiveable.me/ap-psych-new/unit-3/9-social-cognitive-and-neurological-factors-in-learning/study-guide/r8fYvmYcQkqtEHik) and try practice questions (https://library.fiveable.me/practice/ap-psych-new).

Insight learning = a sudden understanding of a problem’s solution that appears without trial-and-error, reinforcement, or a model. Think Wolfgang Köhler’s chimpanzees suddenly using a stick or stacking boxes to reach fruit—the solution seems to “click” into place. This matches CED EK 3.9.B.1. Latent learning = information learned without reinforcement that isn’t shown until there’s a reason to demonstrate it. Edward Tolman’s rats formed cognitive maps of a maze just by exploring; they only showed the learning later when rewarded. Latent learning often involves cognitive maps and the hippocampus (CED 3.9.B.2). Short version: insight = sudden internal “aha” solving a problem now; latent = learning stored invisibly and revealed later when useful. Both are cognitive (not classical/operant) learning types, and either can appear on multiple-choice or FRQ items (Unit 3). For a quick Topic 3.9 review see the Fiveable study guide (https://library.fiveable.me/ap-psych-new/unit-3/9-social-cognitive-and-neurological-factors-in-learning/study-guide/r8fYvmYcQkqtEHik) and practice questions (https://library.fiveable.me/practice/ap-psych-new).

They all interact: social processes give you models to copy (Bandura’s observational learning/vicarious conditioning). You notice a model, pay attention, retain the behavior, reproduce it, and stay motivated—those four steps predict whether you’ll learn from others. Cognitive factors explain learning that isn’t just copying: insight learning (sudden problem solutions, Köhler) and latent learning (Tolman’s cognitive maps) show you can form mental representations without immediate reinforcement. Neurology ties it together: mirror neurons help you map observed actions onto your brain so imitation is easier, and the hippocampus supports forming cognitive maps and storing latent/episodic learning. So learning often starts socially (see someone do it), is organized cognitively (understand and plan), and is stabilized neurologically (neurons and memory systems store it). This combo appears on the AP exam in Unit 3 items and FRQs—review Topic 3.9 study guide (https://library.fiveable.me/ap-psych-new/unit-3/9-social-cognitive-and-neurological-factors-in-learning/study-guide/r8fYvmYcQkqtEHik) and practice questions (https://library.fiveable.me/practice/ap-psych-new).

Bandura’s Bobo doll experiment (1961) tested observational learning: children watched an adult model either behave aggressively toward an inflatable Bobo doll or play calmly. Kids who observed the aggressive model later imitated those aggressive actions even when they weren’t directly rewarded—showing vicarious conditioning (learning by observation). The study supported social learning theory: learning can occur without direct reinforcement and depends on attention, retention, reproduction, and motivation. Kids were more likely to copy a similar or high-status model, and seeing the model get rewarded (vicarious reinforcement) increased imitation. For AP Psych, link this to 3.9.A (observational learning, vicarious conditioning, model similarity) and use the Bandura study as a classic example on multiple-choice or FRQ prompts. Review Topic 3.9 on Fiveable (https://library.fiveable.me/ap-psych-new/unit-3/9-social-cognitive-and-neurological-factors-in-learning/study-guide/r8fYvmYcQkqtEHik) and practice questions (https://library.fiveable.me/practice/ap-psych-new).

You need to know three cognitive/social types for the test: - Observational (social) learning—Bandura’s work (Bobo doll). Learning by watching models (vicarious conditioning). Key processes: attention, retention, reproduction, motivation; vicarious reinforcement and model similarity matter. - Insight learning—Köhler: sudden solutions appear without trial-and-error or reinforcement (aha! moments). - Latent learning—Tolman: learning that isn’t obvious until there’s a reason to show it (cognitive maps are a classic demo). Also be familiar with neural pieces that tie into these: mirror neurons (role in imitation) and the hippocampus (spatial/cognitive maps). On the exam, these ideas can show up in both multiple-choice and FRQs tied to Unit 3 (Development & Learning)—know definitions, classic studies, and short examples. Review the Topic 3.9 study guide here (https://library.fiveable.me/ap-psych-new/unit-3/9-social-cognitive-and-neurological-factors-in-learning/study-guide/r8fYvmYcQkqtEHik) and practice 1,000+ questions at (https://library.fiveable.me/practice/ap-psych-new).

Keep it simple: name the theory, show the mechanism, give a real example, and link it to AP wording (describe/explain). Social learning = learning by observing models (Bandura)—vicarious conditioning/observational learning. Use the A-R-R-M steps (attention, retention, reproduction, motivation) and mention vicarious reinforcement and model similarity. Example 1 (short answer/FRQ): “A teen learns to swear after watching older siblings get praised for ‘standing up for themselves.’ This is observational learning: the teen paid attention to the siblings, retained the behavior, reproduced it, and was motivated because the siblings received positive consequences (vicarious reinforcement). Because the model was similar (family member), imitation was likely.” (This uses CED keywords: Bandura, vicarious reinforcement, model similarity.) Example 2 (longer FRQ/Evidence-Based): Classroom—students copy a popular peer who studies with flashcards. Explain attention (peer is popular), retention (students see method repeatedly), reproduction (students use flashcards), motivation (peer gets high grades). Tie to learning outcome (improved recall), mention cognitive map or latent learning if relevant. For FRQs: be explicit—state the theory, label the ARR-M steps, tie observed behaviour to likely outcome, and use CED terms. Practice applying examples and get more topic tips at the topic 3.9 study guide (https://library.fiveable.me/ap-psych-new/unit-3/9-social-cognitive-and-neurological-factors-in-learning/study-guide/r8fYvmYcQkqtEHik). For more practice FRQs, use Fiveable practice problems (https://library.fiveable.me/practice/ap-psych-new).