Cognitive, Operant, Classical, Operational, Latent: What Do They Mean?

What Is Learning?

Learningis a relatively lasting change in behavior resulting from observation and experience.

group of young children circled around teacher on the floor

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It is the acquisition of information, knowledge, and problem-solving skills.

However, learning is an ongoing process that takes place throughout life and isn’t confined to the classroom.

For example, say you want to fix a running toilet.

Or, consider a time when you came across an unfamiliar word while reading.

If you stopped to look up the meaning, then you learned a new word.

Learning Leads to Lasting Change

Learning means retaining the knowledge that you gained.

If you see that new vocabulary word in another context, you will understand its meaning.

Yes, it’s possible for you to learn new words, concepts, and facts.

But you might also learn how to do things and how to feel about things.

It’s important to remember that learning can involve both beneficial and negative behaviors.

Sometimes learning means becoming more knowledgeable and leading a better life.

In other instances, it means learningbehaviors that are detrimental to healthand well-being.

How Learning Works

The process of learning is not always the same.

Learning can happen in a wide variety of ways.

To explain how and when learning occurs, psychologists have proposed a number of different theories.

Later experiments involved pairing the sight of food with the sound of a bell tone.

After multiple pairings, the dogs eventually began to salivate to the sound of the bell alone.

Classical conditioning is a jot down of learning that takes place through the formation ofassociations.

An unconditioned stimulus that naturally and automatically triggers a response is paired with a neutral stimulus.

Skinnernoted that while classical conditioning could explain some types of learning, it could not account for everything.

Instead, he suggested thatreinforcementsandpunishmentswere responsible for some types of learning.

This process is referred to asoperant conditioning.

When the puppy misbehaves, you scold him and do not offer affection.

Eventually, the reinforcement leads to an increase in the desired behaviors and a decrease in the unwanted behaviors.

Observational learning occurs by observing the actions and consequences of other peoples behavior (such as withlatent learning).

In a series of famous experiments, Bandura was able to demonstrate the power of this observational learning.

Children watched video clips of adults interacting with a large, inflatableBobo doll.

Challenges to Learning

Learning doesn’t always come easily.

Sometimes, you must overcome obstacles for gain new knowledge.

These obstacles may take several different forms.

These can be big or small challenges.

Specificlearning disabilities, such asdyslexia, affect the way knowledge is processed and retained.

Motivational Challenges

Motivation, including both intrinsic andextrinsic motivation, can affect how much people learn.

People with a strongintrinsic motivationfeel compelled to learn for learning’s sake.

They do not need rewards like grades or prizes to feel motivated to learn.

Of course, this may only apply to certain skills or subjects.

Challenges with motivation can stem fromADHD,depression, and other mental health conditions.

First, keep learning.

Learning is a skill that can be practiced.

One study of older adults found that learning a new skill improvedworking memory,episodic memory, andreasoning.

Learn in multiple ways.

Similarly, it helps to review information frequently and to usememorization techniques.

Another smart way to promote learning:Teach.

You must revisit the basics that were once new to you and present them to your student.

you’re free to support learning and memory bygetting enough sleep.

Final Thoughts

Learning is not a one-dimensional process.

People can learn concepts and skills that are not immediately observable but show up when needed.

2020;32(20):e1906619.

doi:10.1002/adma.201906619

Cabus S, Ilieva-Trichkova P, Stefanik M.Multi-layered perspective on the barriers to learning participation of disadvantaged adults.ZfW.