Understanding Psychological Behaviour in Cognitive Field Theory

The question asks us to identify the characteristics of psychological behaviour as understood within the framework of the cognitive field theory of learning and motivation. This theory, significantly associated with Kurt Lewin, emphasizes the importance of an individual's psychological environment or 'life space' in determining behaviour. Learning is seen as a change in cognitive structure, and motivation arises from tensions and goals within this field.

Let's analyze each characteristic provided:

• (a) An overt purposive act: Cognitive field theory views behaviour as goal-directed. An individual acts in a way that is intended to achieve a specific goal or reduce tension within their psychological field. Therefore, behaviour is considered purposeful. This aligns with the theory.
• (b) Reinforcement contingent response: This concept is central to behaviourist theories (like operant conditioning) where behaviour is learned through rewards or punishments (reinforcement). Cognitive field theory, however, focuses on internal cognitive processes, goals, and restructuring of the field, not external reinforcement contingencies. This does not align with the theory.
• (c) An attitudinal shift: Attitudes are part of an individual's cognitive structure and influence how they perceive and interact with their psychological field. A change in attitude represents a shift in this structure, which is a core aspect of learning and behaviour change in cognitive field theory. This aligns with the theory.
• (d) Behaviour with longer latency: Latency refers to the time taken to initiate a response. While cognitive processes might take time, 'longer latency' itself is not a defining characteristic of behaviour within cognitive field theory. The focus is on the nature and purpose of the behaviour within the field, not the speed of response initiation. This does not align with the theory.
• (e) A change in the perceived value of an object: In cognitive field theory, objects, people, and situations in the psychological field have 'valences' – a perceived positive or negative value that attracts or repels the individual. Changes in the cognitive field or through learning can alter these valences, thereby changing the perceived value of an object and influencing behaviour. This aligns with the theory.
• (f) Behaviour showing associative shifting: This refers to the process where a response shifts from one stimulus to another, often seen in classical conditioning (a behaviourist approach). Cognitive field theory does not typically describe behaviour or learning in terms of simple associative shifts between stimuli. Its focus is on restructuring the field and gaining insight. This does not align with the theory.
• (g) A new relationship established between two or more events: Learning in cognitive field theory often involves gaining new insights or understanding the relationships between different elements or events within the psychological field. This restructuring of the field creates new relationships, which in turn influences future behaviour. This aligns with the theory.

Based on this analysis, the characteristics of psychological behaviour according to the cognitive field theory are (a), (c), (e), and (g).

Let's summarize the relevance of each characteristic:

Therefore, the correct combination of characteristics is (a), (c), (e), and (g).

Revision Table: Cognitive Field Theory Characteristics

Additional Information: Key Concepts in Cognitive Field Theory

Cognitive Field Theory, particularly as developed by Kurt Lewin, introduces several important concepts to explain psychological behaviour, learning, and motivation:

• Life Space: This is the total psychological reality for an individual at any given time. It includes everything that is psychologically present for the person – conscious and unconscious thoughts, feelings, goals, memories, and environmental factors as the person perceives them. Behaviour is a function of the life space.
• Valence: Objects, people, or events within the life space have valence, which is their perceived positive or negative value. A positive valence attracts the individual (e.g., a desired object), while a negative valence repels (e.g., a feared situation). Motivation is influenced by the valences of objects and goals.
• Vectors: These represent the forces acting on the individual within the life space, directing them towards or away from objects with positive or negative valences. Behaviour is the result of the interplay of these forces.
• Tension Systems: Needs or intentions create states of tension within the individual. These tension systems motivate the individual to act in ways that reduce the tension, often by moving towards goals that have positive valence.
• Learning: Learning is understood as a change in the cognitive structure of the life space. This can involve gaining new knowledge, developing new insights into the relationships between parts of the field, or changes in the valences of objects.
• Restructuring the Field: Problem-solving and learning often involve reorganizing or restructuring the elements and their relationships within the psychological field to achieve a clearer understanding or reach a goal.

These concepts highlight the theory's emphasis on perception, goals, and the dynamic interaction between the individual and their perceived environment in shaping behaviour.