Unit 3 Cognitive Process / Learning

Tejal D. Virola
M.Sc. (Psychiatric) Nursing
GHPSCN

Definitions
2
 The term learning covers every modification in
behavior to meet environmental requirements.
- gardner Murphy (1968)
 Learning is the acquisition of habits, knowledge and
attitudes. It involves new ways of doing things and it
operates on an individual’s attempt to overcome the
obstacles or to adjust the new situations. It represent
progressive changes in behavior. It enable him to satisfy
interests to attain goal.
- crow and crow (1973)

Nature of learning
3
 Learning is a process and not a product
 It involves all those experiences and training of an
individual which helps to change his behavior.
 Learning brings changes in the behaviour but it does
not necessarily mean these changes always bring
improvement or development in the positive direction.
One has equal chances to drift to the debit side of
human personality.
 Learning prepares the individual to adjust and
adopt in the situations.

 All the learning is purposeful and goal-oriented. In case
there is no purpose, there would hardly be any learning.
 The scope of learning is too wide to explain in words. It is a
very comprehensive process, which covers nearly all the
domains- conative, cognitive and affective of human
behaviour.
 Learning is universal and continuous.
 It is a continuous and never-ending process that goes from
womb to tomb.
 Learning is transferable from one situation to another
 Learning helps in the proper growth & development
 Learning helps in the balanced development of personality.

TYPES OF LEARNING
5
 Stimulus Response Learning
 Classical conditioning
 Instrumental conditioning
 Perception Learning
 Visual
 Auditory
 Kinesthetic
 Verbal Learning

 Motor Learning
 Concept Learning
 Problem-solving Learning
 Attitude Learning
 Paired-associate Learning
 Other Types of Learning

Factors influencing learning
7
 Learning is a process of bringing relatively
permanent changes in behavior of the learner
through the experience.
 Learning process is centered on three
elements.
 Factors associated with the learners.
 Factors associated with the type of learning
 Factors associated with the men and
material.

Factors associated with the learners
8
 Learner’s physical health
 Learners mental health
 Basic potential of thelearner
 The level of motivation
 Goal of life
 Readiness and will power
 Maturation
 Age
 Emotions
 sex

Factors associated with the type of
learning
9
 Nature of learning experience
 Methodology of learning:
1. Linking recent learning with past
2. Correlation
3. Utilization of maximum number of senses
4. Revision & practice
5. Reinforcement
 Meaningfulness of material
 Amount or length of material

Factors associated with men &
material
o Quality of teaching
o Availability of appropriate learning material &
facilities
o availability of conductive environment

Law of learning
 Law of readiness (Person ready tolearn)
 Law of effect (Stressfulsituation)
 Law of exercise/use (practice number of time)
 Law of frequency (more frequency, stronger connection)
 Law of disuse (which is not practiced becomedecays)
 Law of recency (more recent exercise, stronger
connection between situation & response)
 Law of primacy (first experiences & acts)
 Law of purpose (work towardsgoal)
 Law of association
11

THEORIES OF LEARNING
1. Trial and Error Theory of Learning
2. Theory of Classical Conditioning
3. Theory of Operant Conditioning
4. Theory of Insightful Learning
5. Observational Learning

Edward Lee Thorndike
 Born August 31, 1874
 Died August 9, 1949
 Born in Williamsburg,
 Studied animal behaviour
and the learning process
 led to the theory of
connectionism
 Laying the foundation for
modern educational
psychology.
27

• A hungry cat was placed in a box. There was only
one door for exit, which could be opened by
correctly manipulating a latch.
• A fish was placed outside the box, which worked as
a strong motive for the cat to come out of the box.
• Consequently, the cat made a number of random
movements such as biting, clawing and scrambling
around, as it struggled to come out the box.

• In one of the random movements, by chance, it
manipulated the latch.
• The door then opened and the cat came out and got its
reward.
• For another trial, the process was repeated. But this
time, it took less time in coming out.
• On subsequent trials, such incorrect responses like
biting and clawing gradually diminished, until the cat
reached a stage, when it manipulated the latch as soon
as it was put in the box and came out immediately to eat
the fish.

• In this way gradually, the cat learned the art of
opening the door. Thorndike named the learning of
his experimental cat as ‘trial and error learning’.
• He maintained that learning is nothing but the
stamping in of the correct responses and stamping
out of the incorrect responses through trial and
error.
• In trying for the correct solution the cat made many
vain attempts, committed error after error before
gaining success on subsequent trials, tried to avoid
the erroneous ways and repeated correct way of
manipulating the latch

 Thorndike said that the following components or
elements are involved in the process of learning.
Drive
Goal
Barrier or blocks which prevent the individual reaching
the goal
Random attempts to overcome the barriers
Chance success
Selection of the correct response
Fixation of the correct response in the neuromuscular
system of the individual

 Major theoretical principles which form the basis of
Thorndike theory of learning are:
Learning involves trial and error or selection and
connection.
Learning is the result of the formation of
connections.
Learning is improvement in performance not
insightful.
Learning is direct, not mediated by ideas.

 Based on his theory, Thorndike put forward the
following laws of learning:
 The law of readiness
 The law of effect of satisfaction/dissatisfaction
 The law of exercise or practice
 The law of multiple responses or varied reactions
 The law of attitude
 The law of analogy
 The law of associative shifting

Educational implication of
Thorndike’s theory
According to Thorndike, when a child is
ready to learn, he learns more quickly and
effectively. He warns that the child should not be
forced to learn when he is not ready and also not
to miss any opportunity of providing the right
learning experiences, when the child is prepared
to learn. The task of the teacher is to motivate the
students by arousing their attention, interest and
curiosity, so that they want to learn (law of
readiness).

• The teacher must try to strengthen the bonds or
connections between stimuli and responses,
through repetition, drill and practice. Otherwise,
the bonds get weakened through disuse and
learning fails to occur (law of practice).
• The child must be provided with learning
experience, which gives him a sense of satisfaction.
The child must be suitably rewarded as relevant, to
make learning effective (law of effect).

 The learner should try to see the similarities and
dissimilarities between the different kinds of
responses to stimuli and by comparison and contrast
try to apply the learning from one situation to other
similar situations.
 The learner should be encouraged to perform his
task independently. He must try various solutions to
the problem before arriving at the correct one.

 In general, Thorndike theory and laws of
learning contributed towards making
learning purposeful and goal oriented and
has brought out the importance of
motivation, rewards and practice in the
process of teaching and learning

Ivan Pavlov
 Born Sept 14, 1849
 Died Feb 27, 1936
 born in Russia
 physiologist,
psychologist, and
physician
 awarded the Nobel Prize
in Physiology or
Medicine in 1904 for
research on the digestive
system
22

• He found that behavior can be classically conditioned.
• He experimented on a dog and found that food placed in
the mouth of a hungry dog automatically causes
salivation.
• In this case, salivation is an unlearned response, or an
unconditioned response and the food is an
unconditioned stimulus (natural).
• Later on, a bell was rung each time before the food was
presented.
• Pavlov now found that the dog started to salivate at the
sound of the bell and this was termed as a conditioned
response.
• The bell is a conditioned stimulus (artificial stimulus).

• In later studies Pavlov noticed that if he did not
provide food after the bell was rung, the dog
eventually stopped salivating called ‘extinction’ and
demonstrated that reinforcement is essential both
to acquire and maintain respondent learning.
• Pavlov also found that if the dog is given a prolonged
rest period during extinction, it will once again
salivate when the bell is rung.
• This phenomenon is called as spontaneous recovery.

Classical Conditioning
 A type of learning, in which a neutral stimulus comes to
bring about a response after it is paired with a stimulus
that naturally brings about that response.
 1. Neutral Stimulus
 A stimulus that, before conditioning, does not naturally
bring about the response of interest.
 2. Unconditioned Stimulus
 A response that is natural and needs no training
(Example, salivation at the smell of food).

 3. Conditioned Stimulus
 A neutral stimulus that has been paired with an
unconditioned stimulus (UCS) to bring about a response
earlier caused only by the UCS.
 4. Conditioned Response
 A response that, after conditioning, follows a previously,
neutral stimulus (Example, salivation at the ringing of a
bell).
 5. Extinction
 The decrease in frequency and eventual disappearance,
of a previously conditioned response; one of the basic
phenomena of learning.

 6. Spontaneous Recovery
 The re-emergence of an extinguished conditioned
response after a period of rest.
 7. Stimulus Generalization
 A response to a stimulus that is similar to but
different from a conditioned stimulus; the more
similar the two stimuli, the more likely
generalization is to occur.

classical conditioning theory
 Fear, love towards a particular subject is created
through conditioning.
 A teacher, method of teaching or harsh treatment
of his students, create strong dislike among them
towards subject.
 The theory of classical conditioning emphasizes
that the students should be exposed to positive
stimuli in order to develop desirable habits,
interest and attitudes in them.

SKINNER’S THEORY
 “All we need to know in order to describe
and explain behaviour is this: actions
followed by good outcomes are likely to recur,
and actions followed by bad outcomes are
less likely to recur.”
(Skinner, 1953)

The theory of learning by operant conditioning
was given by BF Skinner (1904-1990).
Basically Skinner revolted against the concept of
classical conditioning. He said that man is an
active organism, and not a victim of his
environment. He does not wait for the stimulus;
instead, he acts or operates on the environment,
so as to change it in some way. Thus, he called it as
operant behaviour.

According to Skinner, operant behavior is determined by
the events or consequences that follow the response.
If the consequences are favorable, the individual will
repeat the same behavior.
In this case, the consequences are said to have provided
positive reinforcement and cause repetition of the
behavior.
Alternatively, if the consequences are unfavorable, they
reduce the chances of the same behavior from getting
repeated.
In such a case, the consequences are said to have
provided negative reinforcement and reduce the chances
of the behavior from recurring again.

 Thus, operant conditioning is called as type-R
conditioning, to emphasize the effect of the response on
future behavior. In this way Skinner said that learning is
shaped and maintained by its consequences.

 The following is one of the experiment carried out by
Skinner to support his concept of operant conditioning.
A hungry rat was placed in a box designed by Skinner,
which was called as the Skinner box or operant chamber.
The chamber contained a lever which would drop food
pellets into the chamber if pressed. In the beginning the
experimenter himself dropped the food pellets into the
box and later stopped. The rat, being hungry, began to
explore the box and pressed the lever accidentally.

 The food pellet was released into the box and the rat ate
it up. After a while, it pressed the lever again and ate the
food pellet, which got released. After the third or fourth
time, the rat began to press the lever more rapidly. Thus,
the food is said to have provided positive reinforcement
to the rat and operant behavior got established, i.e. the
rat continued to press the lever, in order to obtain the
food pellets. Based on the findings of his experiments,
he concluded that behavior is shaped and maintained by
its consequences. It is operated by the organism and
maintained by its results.

OPERANT CONDITIONING TECHNIQUES
1. Reinforcement
The process, by which a stimulus increases the
probability that a preceding behavior will be
repeated.
2. Reinforcer
Any stimulus that increases the probability that a
preceding behavior will occur again.
3. Positive Reinforcer
A stimulus added to the environment that brings
about an increase in a preceding response.

 4. Negative Reinforcer
 An unpleasant stimulus, whose removal leads to an
increase in the probability that a preceding response will
occur again in the future.
 5. Punishment
 A stimulus that decreases the probability that a previous
behavior will occur again.
 6. Schedules of Reinforcement
 Objects or events, which provide reinforcement are
called as reinforcers. There are two types of reinforcers:
Primary and secondary reinforcers.

Schedules of reinforcement
Continuous
Fixed-interval
Fixed-ratio
Variable-ratio
Variable-interval

Educational Implications of Operant Conditioning
Theory
1. The key concept in Skinner's theory is reinforcement.
2. The principle of operant conditioning may be
successfully applied in behavior modification.
3. importance of schedules in the process of
reinforcement of behavior
4. avoidance of punishment for unlearning the
undesirable behavior and for shaping the desirable
behavior

 Punished behaviors may restart when
the punishment is over; learning is not
lasting.
 Instead of learning behaviors, the child
may learn to discriminate among
situations, and avoid those in which
punishment might occur.
 Instead of behaviors, the child might
learn an attitude of fear or hatred,
which can interfere with learning. This
can generalize to a fear/hatred of all
adults or many settings.
 Physical punishment models
aggression and control as a method of
dealing with problems.
Applying operant conditioning to parenting
Problems with Physical Punishment

 The theory of operant conditioning has shown that
learning proceeds most effectively if:
1. The learning material is so designed that it
produces fewer chances for failure and more
opportunities for success.
2. The learner is given rapid feedback concerning the
accuracy of his learning.
3. The learner is able to learn at his own pace.

Theory of insightful learning
(Gestalt psychology)
 Gestalt psychology was found in Germany
in 1912 by max Wertheimer and his
colleagues.
 The word “Gestalt” means Form or shape
or a particular arrangement of elements.

Gesalt Theory
 The basic idea behind Gestalt learning is that ‘the
whole is more than the sum of its parts’.
 Anything cannot be understood by a study of its
constituent parts, but only by viewing it in its
totality.
 The learner, while learning, always perceives the
situation as a whole.
 After studying and evaluating the different
relationships in the situation, he takes the proper
decision in an intelligent way rather than simply
reacting to specific stimuli.

• Gestalt psychologists used the term ‘insight’ to
describe the perception of the whole situation by
the learner and his intelligence in responding to
the proper relationships.
• Insight is often referred to as the end process of
observational activity.
• Learning activities are said to be insightful for the
desired learning.
• This reinforcement may be provided through
verbal praise, positive facial expressions of the
teacher, scores, grades, prizes, medals, etc.

 In a nutshell, Gestalt psychologists
tried to interpret learning as a
purposive, exploratory and creative
process, rather than mere trial and
error or even conditioning.
Learning is restructuring the field
of perception through insight

 Based on their experiments the Gestalt psychologists
concluded that, on the whole, insight depends on the
following factors:
• Past experiences which help in the insightful solution.
• Insightful solutions depend upon the basic intelligence
of the learner. The greater the intelligence, the more is
the insight
• Insight recurs when the learning situation is so
arranged that all the necessary aspects are open for
observation.

• Insightful learning may initially pass through the
process of trial and error. But this stage does not last
long. These initial efforts, in the form of simple trial
and error, open the way for insightful learning.
• Repetition and generalization.
• After reaching an insightful solution to a particular
problem, the individual tries to repeat it in another
situation demanding similar type of solution. The
solution found in one situation helps him to react
insightfully in other situations

gestalt theory
 This theory emphasizes that trial and error
learning must be minimized.
 Subject must be presented in Gestalt form.
 This theory has brought motivation to the
forefront.
 The learner must be given plenty of
opportunities to use his mental abilities.

Cognitive theory of learning
Observational Learning
• Learning through imitation (social learning
theory).
• According to psychologist Albert Bandura and
colleagues (1977), a major part of human
learning consists of observational learning;
learning through observing the behavior of
another person called a model.

 According to Bandura, observational learning
takes place in four steps:
1. Paying attention and perceiving the most
critical features of another person's behavior
2. Remembering the behavior
3. Reproducing the action
4. Being motivated to learn and carry out the
behavior

Learning Process
 Steps in Learning Process
 Learning process has continuity and is carried over through
various steps. According to HP Smith the learning process
involves:
1. A motive or drive
2. An attractive goal
3. A block to the attainment of the goal
 Other steps:
1. Reinforcement
2. Integration
3. Learning situation

Transfer of learning
 Definition:
 Transfer refers to the transfer of knowledge,
training and habits acquired in one situation to
the another situation.
- sorenson (1948)
 The carry-over of the habits of thinking,
feeling or working, of knowledge or of skills
from one learning area to another is usually
referred to as the transfer of training.
- crow & crow (1973)

Types of transfer
 Positive transfer
 Negative transfer
 Zero transfer

Factors influencing transfer of
learning
 1. Similarity of responses
 2. Similarity of stimuli
a) When both the stimuli and responses in tasks are similar,
learning of one facilitates the learning of the other.
b) When both stimuli and responses are different, the learning
of one has no effect on the learning of other.
c) If responses are identical but stimuli are different, the
learning of one aids in the learning of the other task.
d) Maximum negative transfer is observed, when the stimuli
are the same but the responses are different.

Other Factors
 Learner’s intelligence
 Formation of attitudes & ideals
 Proper study habits
 Meaningfulness of material
 Method of teaching

Theories of Transfer of Learning
Theory of Ideals
Transportation theory of transfer
Theory of Generalization
The theory of identical elements or Identical Components
Similarity of content Similarity in technique
Apperception theory of transfer

Educational Implications of
Transfer of Learning
 emphasizing the similarities between the current
subject and the situations
 Transfer takes place because of similarity of content,
technique, method or generalization.
 Specific facts must be taught, with arriving at
meaningful generalization.
 provide varied experiences
 learning experiences must be made similar to life-like
situations

 Sometimes opportunities for transfer are lost
because teachers do not alert students to look
for relationships and to see how material,
which is being learned can be of use in the
future.
 greater transfer from subject matter can be
achieved by changing the methods of teaching.
 Transfer depends upon one's ability to
generalize his experiences and the ability to
perceive relationships between two situations

 Emphasis should be given on developing
ideals and attitudes.
 Teachers are ordinarily advised not to
present in close succession methods or
ideas, which might easily be confused and
thus cause negative transfer.

Suggestions to achieve maximum
positive transfer
1. Link with past learning
2. Integration of theory with practical
3. Correlation with life experiences
4. Identify identical components
5. Avoid rote learning
6. Utilize learning of one field to other fields
7. Concentrate on learning of principles, generalization
& rules
8. Try to gain proper knowledge & insight
9. Seek maximum positive transfer

Study habits
• Being self-prepared
• Wholeness
• Planning & organization
• Clarity of purpose
• Prompt start
• Search for essentials in an assignment
• Note-taking
• Review and over learn
• Paying attention to words, charts, tables & formulae
• Proper physical surroundings
• Interrelationship

Unit 3 Cognitive Process / Learning

Unit 3 Cognitive Process / Learning

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Unit 3 Cognitive Process / Learning