Insight learning was first researched by Wolfgang Kohler (1887–1967). This theory of learning differs from the trial-and-error ideas that were proposed before it. The key aspect of insight learning is that it is achieved through cognitive processes, rather than interactions with the outside world. There is no gradual shaping or trial and error involved; instead, internal organizational processes cause new behavior.
Sultan the Chimpanzee and Insight Learning
Kohler's most famous study on insight learning involved Sultan the chimpanzee. Sultan was in a cage and was presented with a stick, which he could use to pull a piece of fruit close enough to the cage so that he could pick it up. After Sultan had learned to use the stick to reach the fruit, Kohler moved the fruit out of range of the short stick. He then placed a longer stick within reach of the short stick. Initially, Sultan tried to reach the fruit with the short stick and failed. Eventually, however, Sultan learned to use the short stick to reach the long stick, and then use the long stick to reach the fruit. Sultan was never conditioned to use one stick to reach another; instead, it seemed as if Sultan had an epiphany. The internal process that lead Sultan to use the sticks in this way is a basic example of insight.
Insight Learning versus Other Learning Theories
A basic assumption of strict behaviorism is that only behavior that can be seen may be studied, and that human behavior is determined by conditioning. Insight learning suggests that we learn not only by conditioning, but also by cognitive processes that cannot be directly observed. Insight learning is a form of learning because, like other forms, it involves a change in behavior; however, it differs from other forms because the process is not observable. It can be hard to define because it is not behavioral, a characteristic that distinguishes it from most theories of learning throughout the history of psychology.
Initially, it was thought that learning was the result of reproductive thinking. This means that an organism reproduces a response to a given problem from past experience. Insight learning, however, does not directly involve using past experiences to solve a problem. While past experiences may help the process, an insight or novel idea is necessary to solve the problem. Prior knowledge is of limited help in these situations.
In humans, insight learning occurs whenever we suddenly see a problem in a new way, connect the problem to another relevant problem/solution, release past experiences that are blocking the solution, or see the problem in a larger, more coherent context. When we solve a problem through insight, we often have a so-called aha or eureka moment. The solution suddenly appears, even if previously no progress was being made. Famous examples of this type of learning include Archimedes's discovery of a method to determine the density of an object ("Eureka!") and Isaac Newton's realization that a falling apple and the orbiting moon are both pulled by the same force.
Insight versus Heuristics
Insight should not be confused with heuristics. A heuristic is a mental shortcut that allows us to filter out overwhelming information and stimuli in order to make a judgement or decision. Heuristics help us to reduce the cognitive burden of the decision-making process by examining a smaller percentage of the information. While both insight and heuristics can be used for problem solving and information processing, a heuristic is a simplistic rule of thumb; it is habitual automatic thinking that frees us from complete and systematic processing of information.
Insight is not a mental shortcut, but instead is a way to arrive at a novel idea through cognitive means. Rather than being habitual or automatic, insight involves coming up with a new idea that does not result from past experience to solve a problem. While heuristics are gradually shaped by experience, insight is not. Instead, internal processes lead to new behavior.