5. Learning

At the time of birth every human baby is equipped with the capacity to make a limited number of responses. These responses occur reflexively whenever appropriate stimuli are present in the environment. As the child grows and matures, s/he becomes capable of making diverse types of responses.

From birth, humans have innate responses to certain stimuli, like reflexes. These reflexive actions evolve into more complex behaviors as the child grows. For example, a baby may reflexively grasp a finger, but as the child matures, they learn to identify their parents, use utensils, and eventually combine letters to form words.

Think of it like learning to ride a bicycle. At first, a child may wobble and fall (reflexive response). But with practice, they learn to balance, steer, and pedal smoothly, showing that they've acquired a more complex skill through learning.

Learning may be defined as 'any relatively permanent change in behaviour or behavioural potential produced by experience'.

Learning is a process through which experiences lead to lasting changes in behaviors or abilities. This definition indicates that not all changes are learning; some changes are temporary (like fatigue). Permanent changes suggest that learning has occurred, reflecting the ability to adapt and modify behavior based on experience.

Imagine someone trying to learn how to cook. Initially, they may follow a recipe without understanding. Over time, through practice and experiences (like burning a dish), they learn permanent skills, such as measuring ingredients or adjusting flavors.

The process of learning has certain distinctive characteristics. The first feature is that learning always involves some kinds of experience.

One key feature of learning is that it is rooted in experiences. This means every instance of learning comes from interacting with the environment. For example, a child learns that the bell rings at dinner time through repeated experiences, forming habits or routines based on satisfaction.

When you play a video game and lose a level, you learn from that experience and may adjust your strategy next time. This form of learning reflects the importance of real-life experiences and their influence on future actions.

Behavioural changes that occur due to learning are relatively permanent. They must be distinguished from the behavioural changes that are neither permanent nor learned.

This section explains how not all behavioral changes signify learning. Temporary changes, like those caused by fatigue or drugs, do not represent learning since they do not lead to lasting adjustments in behavior. For example, if someone stops studying because they are tired, it's not a learned behavior; it's a temporary state.

Consider training a pet. A dog may temporarily sit when tired, but that doesn't mean it has learned the 'sit' command if it won't obey at other times. True learning means the dog sits reliably when commanded, regardless of its state.

Learning involves a sequence of psychological events.

Learning follows specific steps—like assessments before learning occurs, practice with material, and subsequent recall of information. This sequence underlines that learning is an inferred process, distinct from observable behavior. For instance, a test evaluates baseline knowledge, which can then be improved through study before retesting.

Think of preparing for a quiz: you start by checking what you already know (pre-test), study the material (learning), then take the quiz (assessing retention), giving insight into what you've learned.

It is obvious that the learning situation in classical conditioning is one of S–S learning in which one stimulus becomes a signal for another stimulus.

This concept introduces classical conditioning, where an individual learns to associate two stimuli—like a bell and food in Pavlov's experiment. This association creates a conditioned response, demonstrating the foundational mechanisms of learning.

Consider the classic example of Pavlov's dogs: they learned to salivate at the sound of a bell, having conditioned it to mean that food was on the way. This illustrates how learning links different stimuli together.

The next form of learning takes place by observing others. Earlier this form of learning was called imitation.

Observational learning shows how we can acquire new behaviors simply by watching others. For example, if a child sees an adult use a tool, they may learn how to use that tool themselves, even without direct instruction.

Consider a child learning to tie their shoes by watching their parent. The child observes the actions and, through imitation, learns to replicate those steps without needing detailed guidance.

Some psychologists view learning in terms of cognitive processes that underlie it.

Cognitive learning focuses on the mental processes that facilitate learning, rather than mere associations between stimuli. This may involve understanding complex ideas, insights, or navigating other cognitive challenges.

When solving a math problem, a student does not just memorize steps; they learn to grasp underlying concepts, which allows them to tackle more complex problems in the future.

A skill is defined as the ability to perform some complex task smoothly and efficiently.

Skill learning involves gaining the ability to carry out tasks through practice and repetition. This may involve progressing through various stages, from understanding the task to performing it with ease.

Driving a car perfectly illustrates skill learning. Initially, you may struggle with steering and pedals, but with practice, you eventually drive smoothly while barely thinking about the mechanics.

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