Psychology
Learning
Learning refers to the process of acquiring new knowledge, behaviors, or skills through experience, study, or instruction. It involves the modification of existing knowledge and the development of new understandings. Learning can occur through various methods such as observation, practice, and reinforcement, and it is a fundamental aspect of human cognition and behavior.
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6 Key excerpts on "Learning"
eBook - PDF- Julieta Arjona Sumague(Author)
- 2019(Publication Date)
- Society Publishing(Publisher)
Further, the theories of Learning and features of Learning have been explained in brief. At the end of this chapter, certain factors influencing the process of Learning has also been described. 2.1. INTRODUCTION Learning is a main process to achieve something in today’s world. It has been rightly said that all living is Learning. If the simple and crude ways in which a person feels and behaves are compared with the complicated modes of adult behavior, skill, thought, habit, sentiment, then it will be observed that, there is huge difference brought by the process of Learning in every individual. The people are continuously interacting with their current environment and this environment is influencing them on a large scale. The experiences make a person to change his behavior to deal with several situations in an efficient manner. As a result, Learning is defined as a change in the behavior of an individual, that is influenced by the past experiences and previous behavior. Learning, in general results in the acquirement of knowledge, skills, attitudes, habits, interests and various other features of a personality. Learning is totally associated with a change. This change is mainly brought about by the development of a new skill, changing an attitude and understanding a scientific law. The change is not simply natural or incidental in the way appearance of people changes as they get older. Relatively, Learning is a permanent change which is intentionally brought in a particular individual. When people attend a course, search via a book, read a research paper, they set out to learn. Other kinds of Learning can take place without even planning, for instance, just by experiences. Usually, with all of the Learning, there is an additional element in every one of trying to remember and understand the reason behind any situation or happening and The Concept of Learning 27 to do a task in a better way next time.
eBook - PDFMethods of Learning Communication Skills
Social Work Series
- P. R. Day, Jean P. Nursten(Authors)
- 2014(Publication Date)
- Pergamon(Publisher)
C H A P T E R 2 The Organisation of Learning 1. BASIC PROCESSES IN Learning Learning is defined (Hilgard and Bower, 1966) as the process by which an activity originates or is changed through reacting to an encountered situation, provided that the characteristics of the change in activity cannot be explained on the basis of native response tendencies, maturation or temporary states of the organism (for example, fatigue or drugs). An essential feature of Learning therefore is the experience which leads to changed behaviour: Learning occurs whenever the activity of an organism brings about a relatively permanent change in its behaviour. In discussing Learning it is necessary to distinguish the kinds of changes which are included and related changes which are not regarded as Learning. Different kinds of change may be identified and, perhaps, described as different forms of Learning. There is the acquisition, understanding and retention of new information or knowledge. There is a change in motivation such as coming to like doing something that you previously disliked. There are changes in deep-seated attitudes or beliefs, for example changes in political or philosophical views. Fourthly, there are developments in acquiring skills. The unconditioned and conditioned reflexes are two of the mechanisms which regulate behaviour. Conditioning is a process by which a response comes to be elicited by a stimulus or, more generally, a situation, other than that to which it is the natural or normal response. The original use of the term was where a reflex action, normally following one stimulus, came to be elicited by a different stimulus. Pavlov measured salivation in dogs. The presentation of food was called the unconditioned stimulus. It produced salivation, called 37 38 Methods ofL earning Com m un ication Skills the unconditioned response.
eBook - PDF- Terry B. Gutkin, Cecil R. Reynolds(Authors)
- 2012(Publication Date)
- Wiley(Publisher)
The participation ‘‘refers not just to local events of engagement in certain activities with certain people, but to a more encompassing process of being active participants in the practices of social communities and constructing identities in relation to these communities’’ (Wenger, 1998, p. 4). Consequently, Learning is seen as a process of social participation, which is influenced greatly by the nature of the situation in which a learner participates. These theories are deeply rooted in the research traditions of cognition and social interaction. They permit us to conclude our section on definition with a view that Learning occurs on a change trajectory that is different from maturation, and is reflected in knowledge newly organized in the mind as an outcome of a changing experience, and by the nature of the situation in which a learner participates in the experience. Summary Implications of Learning Theory and Research School psychologists who reflect on the science that has advanced what is known about Learning may want to incorporate into their theories and 72 • Chapter 4 / The Contributions of Educational Psychology to School Psychology approaches to professional interaction, five key elements from educational psychology. The first is the knowledge that contemporary theories about Learning as change in knowledge reflect traditions of cognition and social participation. The second to fifth elements have to do with definitional features and combine into cautions that (a) Learning as change observable in schools will usually be ‘‘observable’’ through language, and/or action, (b) the language and action themselves represent the representation of Learning as knowledge in a learner’s mind, (c) the dynamic features of the representations will have involved the learner in cognitive organizing and processing, and (d) social and participatory practices will have supported the learner’s many decisions in recognizing, evaluating and responding to a Learning opportunity.
eBook - PDFLearning and Development for Managers
Perspectives from Research and Practice
- Eugene Sadler-Smith(Author)
- 2009(Publication Date)
- Wiley-Blackwell(Publisher)
CHAPTER 3 Individual Learning and Development Knowledge Outcomes After studying this chapter you should be able to: • define each of the key concepts listed above; • distinguish between behaviourist, cognitive and social Learning theories; • explain the concepts of situated Learning and legitimate peripheral participation; • explain the significance of schemas and schema change in individual and col-lective Learning; Key Concepts Behaviourism; classical conditioning; objectives; assimilation; accommoda-tion; cognitive (information processing) theory; short-term memory; working memory; long-term memory; schema; cognitive load theory (CLT); episodic LTM; semantic LTM; insight; cognitive schema theory (CST); limbic system; social Learning theory; modelling; self-efficacy; motivation; goal-setting theory; reciprocal determination; situated Learning; cognitive social interpretations; andragogical model of Learning; experiential Learning theory (ELT); Learning transfer; identical elements; transfer through principles; transfer climate • describe the main features of the andragogical and experiential models and their significance for L&D; • synthesize practical approaches to L&D that are based upon relevant theories of Learning; • critically evaluate the various concepts, models and theories presented in the chapter. Introduction Learning depends at least in part on conditions similar to those created in the studios and conservatories: freedom to learn by doing in a setting relatively low in risk, with access to coaches who initiate students into the ‘traditions of the calling’ and help them, by ‘the right kind of telling’, to see on their own behalf and in their own way what they need most to see. Donald A. Schon, Educating the Reflective Practitioner Homo sapiens is the Learning species par excellence. More so than any other organism we are able to adapt to our environments and adapt our environments in spectacular ways to maximize our chances of surviving and thriving.
eBook - PDFLearning Psychology NQF4 SB
TVET FIRST
- N Horn P Huygen(Author)
- 2013(Publication Date)
- Macmillan(Publisher)
1 Overview This topic looks at the different theories about how we learn. Module 1 covers the Social Learning Theory that states that people learn new behaviour through observing the social factors in their environment and Learning through these observations. Module 2 covers the Behaviourist Theory of Learning that claims that Learning is a matter of conditioned reflexes, and that environmental factors and society condition us to model our behaviour according to a certain set of norms. In Module 3, we look at the Cognitive Theory of Learning which looks at the development of a person ’ s thought processes and how we understand things and interact with the world. Module 4 covers the Socio-cultural Theory of Learning. According to this theory, Learning starts with experience and experience is always social, even in a formal classroom environment. In Module 5, we look at the Multiple Intelligences Theory of Learning, which argues that the traditional definition of intelligence is not enough to explain the many abilities human beings have. In Module 6, we look at the Maturation Theory of Development. This theory describes that a child passes through certain stages of development before reaching maturity and that teaching materials and methods can be adapted according to the level of maturity of the child. Topic 1 Theories of Learning 2 Topic 1: Module 1 The Theory of Social Learning Overview After completing Module 1, you should be able to: • define social Learning and identify the theorist/s • make a presentation of the Theory of Social Learning • provide examples of how the Theory of Social Learning can be applied in practice • describe your own reaction to the Social Learning Theory. 1 .1 Social influence on individual behaviour As humans, we are primarily social in nature – we constantly interact with our environment and the people that surround us.
eBook - PDF- Frederick C. Gruber(Author)
- 2017(Publication Date)
We would find considerable agreement, I think, that the educational task is psychologically very complex, in- volving to an important degree the development of mem- ory, perception, meaning, understanding, intelligence, transfer, problem solving, interests, attitudes, apprecia- tions, values and ideals, as well as the development of habits and skills. May we feel confident that present-day 40 FOUNDATIONS OF EDUCATION Learning theory is adequate for this psychologically com- plex task? Has it been derived from adequate interest and experimentation in all these areas? The answer is "No." None of the areas have been ignored, but impressive as is the progress made between 1926 and 1956 the theory of Learning which has emerged is still basically a habit psychology. I would not have you belittle the progress made. As a psychologist I am proud of it, but as an educationist I think it is only a beginning, and that the development of Learning theory has not kept pace with the rate at which education has grown away from the possibility of being adequately served by a habit- centered psychology. It is questionable whether psychology can ever come to grips with the phenomena of creative intelligence by start- ing from a concept of habit. Psychologists made the de- cision that they would have to start with the simplest phe- nomena, progressing gradually toward an explanation of the human behavior associated with the higher mental processes. But perhaps this cannot be done. It is quite pos- sible that what we have called habit can be better de- scribed in terms of intelligence, than that intelligence can be described in terms of the concept of habit. The answer depends upon what kind of a world we live in. Thirty years ago many people made a sharp distinction between habit and intelligence. They divided man's be- havior into two categories, repetitive and creative, because they thought we face two kinds of situations, familiar and novel.
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