Learning:
Introduction:
Learning is, in functional aspects, the behavioural changes that result from experiences or, in mechanistic aspects as the changes that are brought in the organism consequentially from experience. We define learning as ontogenetic adaptation; that is, as changes in the behaviour of an organism or a human being that result from regularities in the environment of the organism. This functional definition not only solves the problems of other definitions, but also has important advantages for cognitive learning research.
To a little extent, the lack of consensus concerning the meaning of discovering ought to not come as a surprise. It is considerably tough to delineate thoughts in a satisfactory manner, exceptionally
…show more content…
And along with that the basic definition of learning is “Any relatively permanent change in behaviour that occurs as a result of experience”.
Learning is also defined as:
1. “A persisting change in human performance or performance potential (brought) about as a result of the learner’s interaction with the environment”
2. “The relatively permanent change in a person’s knowledge or behaviour due to experience”
3. “An enduring change in behaviour, or in the capacity to behave in a given fashion, which results from practice or other forms of experience”.
Components of Learning:
Learning Theory: Learning theory asks “How is learning done?” the answer being “Nobody knows for real”. But there are 6 main
…show more content…
Reflexes (Pavlov’s Dogs)
2. Feedback/Reinforcement
Behaviourism in the Classroom:
This is normal contact and stimuli generated replies in a classroom that we become to discern on a daily basis.
• Rewards and punishments – students answer to rewards and punishments contrarily after they are acquainted to the finished actions of the educator and his or her hobbies in a class associated to the academics.
• Responsibility for student discovering rests squarely alongside the educator – the educator is accountable for the students’ acquired discovering from the hobbies that are gave in a class and what are the collective replies as whole.
• Lecture-based, exceedingly structured – it is simpler than Pavlov’s conditioned discovering examinations as it is well communicated and is flawlessly structured.
Critiques of Behaviourism:
• Does not report for procedures seizing locale in the mind that cannot be observed
• Advocates for passive student discovering in a teacher-centric nature
• One size fits all
• Knowledge itself is given and definite
• Programmed education &
According to Moreno (2010) , the term “learning”, can be defined as a “relatively permanent change in our thoughts, feelings, or behavior that results from experience “ (p.150)
Learning is done through actions. When individuals perform or do, they discover and absorb. It represents an alteration in the behavior as a result from the experience. When people learn, their behaviors would change as they obtain info and experience (Solomon 2014). For instance, say a person had a reaction after consuming peanuts, and so she had a bad experience. She would afterwards associate this bad experience with peanuts, and “learned” that she should not consume peanuts. And so for that reason, she would not be purchasing any more peanuts. Rather, if she had a positive experience with peanuts, she certainly would want to purchase the product again. The learning concepts can be applied in marketing by business organizations.
...n looking at the results, they found out that the learning curve was exponential. The researchers assumed that learning occurs while people study and encode material into the brain.
Learning is a cognitive process which involves generating linkages between concepts, ideas, skills elements, experiences and people. This process requires the learner to make meaning of something by creating and re-working patterns, connections and relationships. From various scientific studies, it has been proved that this cognitive process is largely premised upon mental capabilities and development of the brain (intime, 2001). For people to actualize their ideas and creativities of their minds, learning is inevitable. However, the ability to learn is dissimilar for all people- some learn faster than others. This infers the notion of learning patterns. In simple terms, learning patterns can be defined as forms through people learn.
Learning is defined as relative, permanent change that occurs in an organism’s behavior caused by the influence of its environment. Theories of learning have changed over the years to incorporate more of the complex structural and functional processes behind learning, yet we are still not completely clear on how learning occurs as a whole. Learning is of the following types: Simple learning (habituation, sensitization), Associative learning (classical, operant, aversion) and Complex (imprinting, latent, vicarious)
Cognitive learning- a child learns how to solve a puzzle. The child struggles and tries to piece the different pieces together for hours. Finally, the child learns where the pieces fit and solves the
Psychologists have preformed many studies and proposed many theories regarding learning. Learning can be defined as a relatively permanent change in behavior that is due to past experience.
Learning is the attainment of new information or knowledge, skills, or responses from experience that causes a fairly permanent change in behavior. There are several ways that a person or animal can learn, but no one theory is solely responsible for how they learn.
Learning is referred as moderately continuous alteration in behaviour which is the outcome of experience. Learning became a key center of study in psychology throughout the beginning of the twentieth century ever since behaviourism developed as a huge school of thought (cited in Schaffer, 1996). Learning therefore is a significantly crucial notion in areas of psychology such as: cognitive development, developmental psychology, educational development and social development.
In general, one of the most common ways of learning is generic learning and this is applicable for all type of learners and in this learning takes place in a repetitive cycle, an ongoing series of process. It is very clear that learning needs to meet people’s basic needs to understand, appreciate and to evaluate the prominence of the learning process. People learn best when their physical and psychological environment is comfortable. According to Maslow
(Henter,R.2012). A person can learn better when they are aware of their learning and memory
Learning is defined as a “process of change that occurs as a result of an individual’s experience” (Mazure, 2006). Researchers assume that the process of learning follows certain general principles, which were developed, into the general process learning theories. These include operant conditioning and classical conditioning which has been put forward by leading psychologists like Pavlov, B.F.Skinner and Thorndike. However, in learning, operant and classical conditoning are opposed by biological constraints that state that there are limitations to the theories. Some of these biological constraints on learning will be discussed below.
Lieberman, D. A. (2000). Learning, Behavior and Cognition (3rd ed.). Belmont, CA: Wadsworth/Thomson Learning. [Chapter 7]
Cheyenne Romine Dr. Dickson ENGL 1010 – A05 November 12, 2017 Evaluation Compare/Contrast Essay Enhancement Through Lifelong Learning Have you ever thought to yourself, “I need a way to enhance my learning and achieve success?” What better way to do so with changing your learning process. There are many learning processes people go by, but may I just say, lifelong learning is a head in the right direction. Lifelong learning can be defined as “the combination of processes throughout a lifetime whereby the whole person experiences social situations, the perceived content of which is then transformed cognitively, emotively, and practically… resulting in a continually changing person” (Aberton 1).
Experiential learning, also known as involved or evidential learning. (Evidential is an adjective that means serving as evidence). Experimental learning is the prosses by which one learns by actually doing. For example, when one learned a new dance, one would first watch the dance, then learn by actually practicing the moves. Experiential learning, also known as involved or evidential learning. John Dewey and Jean Pigged were the first to study experimental learning, and later made popular by David A. Kolb and Roger Fry. Experiential learning consists of four major concepts, for example one concept that is mentioned is called concrete experience in which is the involvement of a new experience. Another concept of the four