To

UNDERSTAND the following about learning:

Definitions

of Learning Theories of Learning Types of Learning Laws of Learning Other Related Articles about Learning

Learning: - a permanent change in behavior brought about by experience. (Behaviorist theory) - behavioral adaptation that allows an organism to survive in its environment but many adaptations are not behavioral. - the lifelong process of transforming information and experience into knowledge, skills, behaviors, understanding, and attitudes.

 CLASSICAL

CONDITONING- can be defined as a type of learning in which a stimulus acquires the capacity to evoke a reflexive or automatic response that was originally evoked by another stimulus. (Ivan Pavlov & John B. Watson) Ivan Pavlov- studied the salivation of dogs, measuring the amount of saliva produced by the dogs by presenting them meat powder through a food dispenser realizing the salivation of the dogs even before the food was presented.

 John

B. Watson- showed classical conditioning in real life through Albert, an 11-month old infant child, and a white rat. His objective was to condition Albert to be afraid of a white rat by paring the rat with a very loud jarring noise. He showed that fears may be learned and may be unlearned through the process of counter conditioning. This may account for positive emotional responses to particular objects and events, fear and phobias, likes and dislikes, and reactions to medical treatments.

 Operant

Conditioning (Instrumental conditioning/Skinnerian conditioning)- can be defined as a type of learning in which voluntary behavior is strengthened if reinforced and weakened

- learning by watching others - it said to be active than a passive - also called social learning theory, occurs when an observers behavior changes after viewing the behavior of a model. Example: Observer will imitate the models behavior, if the model possesses characteristics-things that the observer finds attractive or desirable (such as talent, intelligence, power, good looks, or popularity.).

Albert Bandura (1997) identifies four steps or sub-processes of learning by observation:

1.

Attention (focusing)
in order for an individual to learn, he or she must focus to the imporrant aspects/features of the modeled behavior.

2.

Retention (recalling)
If an individual is to be influenced by observing behaviors he or she needs to remember the activities that were modeled at one time or another.

3.

Motoric reproduction/production (converting)

involves converting symbolic representations or observed behavior into appropriate actions.

4.

Reinforcement/Motivation (motivating)
to imitate a behavior, the person must have some motivation factor behind it. Note: In social learning, MODELING has been observed to have a powerful influence over the behavior of children and adults as well.

- an extension of the term, insight which was identified by Wolfgang Kohler. - Ideas that came into our minds and found it to be the solution to our problem. - is a type of learning or problem solving that happens all-of-asudden through understanding the relationships various parts of a problem rather than through trial and errors. Example: - Wolfgang studied the behavior of chimpanzees, Sultan (one of Kohlers chimpanzees, learned to use a stick to pull bananas from outside of his cage by putting pieces of stick together. Kohler asserted that Sultans ability to solve the problem resulted from Insightful learning (understanding the relation between the components of a problem) and not from blind trial and error.

Some of other test by Kohler is known for are preserved on film. In a typical sequence, a chimps jumps fruitlessly at bananas that have been hung out of reach. Usually, after a period of unsuccessful jumping, the chimp apparently becomes angry or frustrated, walks away in seeming disgust, pauses, then looks at the food in what might be more reflective way, then at the toys in the enclosure, then back at the food, and then at the toys again. Finally the animal (chimps) begins to use the toys to get at the food.

(IMAGES)

- ones ability to learn will enable him to keep on learning in various situations. - learning by experience applying strategies or rules to situations to help them solve problems Harry Harlow also did learning research with his monkeys. His theory, Learning to Lean, described the ability of animals to slowly learn a general rule that could then be applied to rapidly solve new problems sets.

Harlow presented the monkey with two stimuli (a red block and a thimble, for example); one was predetermined correct and reinforced with food (red block) and the other was incorrect and not reinforced with food (thimble). After each selection, the objects were replaced and the monkey again chose a stimulus. Situation:
1st trial monkey had a 50% chance of being correct. However, he could increases his chances by adopting the win-stay or loseshift-strategy. Harlow found the monkeys to be averaging approximately 75% correct responses. He then began to look at the animals behavior during the 2nd trial. He found the monkeys to implement the stay or shift strategy, which means that the animals did not relearn the strategy with each new set, instead applied the rule they had already learned. The monkeys were about 98% correct already of choosing the correct stimuli.

2nd trial

After 250+ trials -

Therefore Harlows learning research demonstrates that animals, like humans, are able to learn to apply strategies or rules to situations to help them solve problems.

Edward Thorndike developed the first three Laws of learning:readiness, exercise, and effect. Four additional principles: primacy, recency, intensity, and freedom where added since Thorndike set down his laws in the early 20th century. Laws of Learning
Readiness Exercise Effect Primacy Recency Intensity freedom

 Implies

a degree of single-mindedness and eagerness to learn new things. Individuals learn best if they are physically, mentally, and emotionally ready to learn, and learn little if they see no reason for learning. If students have a strong purpose, clear objective, and a definite reason to learn, they can make more progress than if they lack motivation.

 States

that, those things most often repeated are best remembered. Basis of drill and practice. Students best learn if they have meaningful practice and repetitions. the mind can only retain, evaluate, and apply new concepts after a single exposure.

 Based

on the emotional reaction of the student. Has a direct relationship to motivation. Learning is strengthen when accompanied with a pleasant feeling and weaken when associated with an unpleasant feeling. Positive reinforcement more apt to lead to success and motivate the learner. A student's chance of success is definitely increased if learning experience is a pleasant one.

 States

that, being first often creates a strong, almost unshakable, impression. Things learned first has a strong impression on the mind that is difficult to erase. Unteaching wrong first impression is harder than teaching right the first time. The students first experience must be positive, functional, and lay the foundations for all that is to follow.

 States

that, things most recently learned are best remembered. Conversely, the further a student is removed time-wise from a new fact, the more difficult it is to remember. The closer the learning time is to the actual need to apply the training, the more apt the learner will be to perform successfully.

 Implies

that, a student will learn more from the real thing than from a substitute. The more intense the material taught, the more likely it will be retained. A clear, sharp, vivid, dramatic, or exciting learning experience teaches better than a routing or boring experience. Important point of instructions must be emphasized through gestures, showmanship, and voice. Learner should make full use of the senses.

 States

that, things freely learned are best learned. Conversely, the further a student is coerced, the more difficult is it for him to learn, assimilate, and implement what is learned. Since learning is an active process, students must have freedom: freedom of choice, freedom of action, freedom to bear the results of action. If no freedom is granted, students may have little interest in learning.

Human learning may occur as part of education, personal development or training. It may be goal-oriented and may be aided by motivation.

The study of learning occurs is part of neuropsychology, education psychology, learning theory and pedagogy. So how do we learn? Do we learn the same way? What are our limitations? Can we learn anything? Is there one right way to learn? To answer these questions, we need to first establish the four factors involve in the definition of learning. The 4 factors of learning: 1. Learning is inferred from a change in behavior/performance* 2. Learning results in an inferred change in memory 3. Learning is the result of experience 4. Learning is relatively permanent.