LearningClass 11 Psychology Notes

Introduction

From birth, humans have a limited set of reflexive responses. As we grow, we learn an incredible variety of behaviours, from identifying family members and using a spoon to reading, writing, and driving a car. Learning is the process that allows us to become hardworking or indolent, skilled, and socially competent. It is through our capacity to learn and adapt that we manage our lives and solve problems. This chapter explores the various aspects of how we learn.

Nature of Learning

Learning is defined as "any relatively permanent change in behaviour or behavioural potential produced by experience." This means that not all changes in behaviour count as learning. Changes caused by fatigue, drugs, or alcohol are temporary and are not considered learning. True learning stems from practice and experience and results in lasting changes.

Features of Learning

Learning has several distinct characteristics:

• Learning involves experience: We learn by experiencing events, often in a sequence. For example, a student learns that a bell ringing in the hostel after sunset means dinner is ready. Sometimes, a single experience, like a child getting burnt by a matchstick, is enough to cause learning.
• Behavioural changes are relatively permanent: Unlike temporary changes from fatigue, the changes from learning stick around. For instance, if you feel tired after studying and stop, that's fatigue, not learning.
• Learning is different from habituation: Habituation is a change in behaviour due to continuous exposure to a stimulus, like getting used to a loud, continuous noise from a nearby wedding. Your initial distraction fades, but this is not considered learning.
• Learning is an inferred process: We cannot directly observe learning. Instead, we infer that it has happened based on a person's performance, which is their observed behaviour or action.

Paradigms of Learning

Learning happens in many ways, from simple to complex. The simplest form is called conditioning. Other forms include observational learning, cognitive learning, verbal learning, and skill learning.

Classical Conditioning

This type of learning was first studied by Russian physiologist Ivan P. Pavlov while researching digestion in dogs. He noticed that dogs began to salivate just by seeing the empty plate their food was served in, even before food was present.

Pavlov's Experiment:

1. Setup: A hungry dog was placed in a harness. A tube was inserted into its jaw to measure saliva.
2. Procedure: A bell was rung, and immediately after, food (meat powder) was given to the dog. This was repeated several times.
3. Result: The dog, which naturally salivates for food, began to associate the sound of the bell with the food.
4. Test: Eventually, Pavlov rang the bell but did not present any food. The dog still salivated. It had learned a new response: salivating to the sound of the bell.

Key Terms in Classical Conditioning:

• Unconditioned Stimulus (US): A stimulus that naturally and automatically triggers a response. (e.g., the food).
• Unconditioned Response (UR): The natural, unlearned response to the US. (e.g., salivation to food).
• Conditioned Stimulus (CS): An originally neutral stimulus that, after being paired with the US, comes to trigger a conditioned response. (e.g., the bell).
• Conditioned Response (CR): The learned response to the previously neutral CS. (e.g., salivation to the bell).

Determinants of Classical Conditioning

Several factors influence how quickly a conditioned response is learned:

• Time Relations between Stimuli: The timing between the CS and US is crucial.
  • Delayed Conditioning: The CS starts before the US and ends before the US is finished. This is the most effective method.
  • Trace Conditioning: The CS starts and ends before the US is presented.
  • Simultaneous Conditioning: The CS and US are presented at the same time.
  • Backward Conditioning: The US is presented before the CS. This is rarely effective.
• Type of Unconditioned Stimuli:
  • Appetitive: These are pleasant stimuli (like food or caressing) that elicit approach responses. Learning with these is generally slower.
  • Aversive: These are unpleasant stimuli (like noise, shock, or bitter taste) that elicit avoidance or escape. Learning is much faster, sometimes in just one or two trials.
• Intensity of Conditioned Stimuli: A more intense CS (like a louder bell) is more effective and leads to faster conditioning.

Operant/Instrumental Conditioning

This type of conditioning was first investigated by B.F. Skinner. It focuses on how voluntary behaviours are affected by their consequences. Skinner called these voluntary behaviours operants because the organism operates on the environment.

Skinner's Experiment:

1. Setup: A hungry rat was placed in a specially designed box, now called a Skinner Box. The box contained a lever connected to a food dispenser.
2. Procedure: While exploring, the rat would accidentally press the lever, and a food pellet would drop.
3. Result: The food acted as a consequence that strengthened the rat's behaviour of pressing the lever. Over time, the rat learned to press the lever intentionally and immediately to get food.

Determinants of Operant Conditioning

The course of operant conditioning is influenced by reinforcers—any stimulus or event that increases the probability of a desired response occurring again.

• Types of Reinforcement:
  • Positive Reinforcement: Involves presenting a pleasant stimulus (food, money, praise) after a response, which strengthens that response.
  • Negative Reinforcement: Involves removing an unpleasant stimulus after a response. This also strengthens the response. It leads to learning avoidance and escape behaviours.
• Reinforcement vs. Punishment: Negative reinforcement is not punishment. Punishment is used to reduce or suppress a response, while negative reinforcement increases the probability of a response (like avoidance). [!example] Wearing a seatbelt to avoid an injury in an accident (or to avoid a fine) is an example of negative reinforcement. The behaviour (wearing the belt) increases to avoid a negative outcome.
• Number, Amount, and Quality of Reinforcement: Generally, learning is faster when the number, amount, and quality of reinforcement are higher. For example, pieces of cake are a higher-quality reinforcer than chickpeas.
• Schedules of Reinforcement: This refers to the pattern of delivering reinforcement.
  • Continuous Reinforcement: The desired response is reinforced every single time it occurs.
  • Partial (or Intermittent) Reinforcement: The response is reinforced only some of the time. This leads to behaviour that is more resistant to extinction.
• Delayed Reinforcement: The effectiveness of a reinforcer decreases if there is a long delay between the response and the reinforcement. Immediate rewards are generally more effective.

Classical and Operant Conditioning: Differences

• Type of Response: Classical conditioning involves involuntary, reflexive responses (respondent conditioning). Operant conditioning involves voluntary responses controlled by the organism (operants).
• Role of the Organism: In classical conditioning, the organism is passive. In operant conditioning, the organism must be active to receive reinforcement.
• Control of Reinforcement: The experimenter controls the US in classical conditioning. The organism's behaviour controls the reinforcer in operant conditioning.

Key Learning Processes

Certain processes are common to both classical and operant conditioning.

Reinforcement

Reinforcers are stimuli that increase the rate of a preceding response.

• Primary Reinforcer: Biologically important stimuli that satisfy basic needs, like food and water.
• Secondary Reinforcer: Stimuli that acquire reinforcing properties through experience, like money, praise, and grades.

Extinction

Extinction is the disappearance of a learned response when reinforcement is removed. If the bell is no longer followed by food (classical) or the lever no longer dispenses pellets (operant), the learned behaviour will gradually weaken and disappear.

• Resistance to Extinction: A learned response will continue for some time even without reinforcement. This resistance is stronger if the behaviour was learned through partial reinforcement.

Generalisation and Discrimination

• Generalisation: Responding in the same way to stimuli that are similar to the original conditioned stimulus. For example, a child conditioned to fear a person with a long moustache might also fear another person with a beard.
• Discrimination: Responding differently to different stimuli. It is the opposite of generalisation. The same child might show no fear towards a clean-shaven person, thus discriminating between the stimuli.

Spontaneous Recovery

After a learned response has been extinguished, it may suddenly reappear after a period of rest if the conditioned stimulus is presented again. The longer the time that has passed since extinction, the stronger the recovery.

Learned Helplessness

This phenomenon, studied by Seligman and Maier, occurs when an organism is repeatedly subjected to an aversive stimulus that it cannot escape. Eventually, the organism will stop trying to avoid the stimulus, even when an opportunity to escape is presented.

• Experiment: Dogs were first exposed to inescapable electric shocks. Later, when placed in a situation where they could escape the shock by pressing a panel, they didn't even try. They had "learned" to be helpless.
• In Humans: This can be seen in people who experience continuous failure. They may develop learned helplessness, leading to poor performance, lack of persistence, and is often linked to depression.

Observational Learning

Also known as imitation, modeling, or social learning, this occurs when we learn by watching others. Albert Bandura conducted famous studies on this type of learning. In many social situations, we observe how others behave and then emulate them.

Bandura's Bobo Doll Experiment:

• Procedure: Children watched a film of an adult model behaving aggressively towards a "Bobo" doll (hitting, kicking, etc.).
• Three Versions:
  1. One group saw the model being rewarded for the aggression.
  2. A second group saw the model being punished.
  3. A third group saw no consequences for the model's actions.
• Results: The children who saw the model being rewarded were the most aggressive towards the doll themselves. Those who saw the model punished were the least aggressive.

Cognitive Learning

This approach to learning focuses on the mental (cognitive) processes involved, rather than just stimulus-response connections. It suggests learning is a change in what the learner knows, not just what they do.

Insight Learning

Wolfgang Kohler demonstrated this with chimpanzees. He set up complex problems, such as placing food out of a chimp's reach with tools like poles and boxes available.

• The chimps did not learn through trial and error. Instead, after some time, they would have a sudden "flash of insight." For example, a chimp would suddenly stack boxes to stand on or use a pole to knock down a banana.
• Insight learning is the process where the solution to a problem becomes clear suddenly. Once the solution is found, it can be repeated immediately and generalized to similar problems.

Latent Learning

Studied by Edward Tolman, latent learning is learning that occurs but is not demonstrated until there is an incentive (reinforcement) to do so.

• Experiment: Tolman had two groups of rats explore a maze.
  • Group 1 was rewarded with food at the end and quickly learned the maze.
  • Group 2 was not rewarded and showed no signs of learning.
• Result: When Group 2 rats were later given a reward, they ran the maze just as efficiently as Group 1.
• Conclusion: The unrewarded rats had learned the layout of the maze all along but didn't show it. They had developed a cognitive map—a mental representation of the maze.

Verbal Learning

This type of learning is specific to humans and involves learning with words. We associate words with each other and acquire knowledge through language. Psychologists use several methods to study it.

Methods used in Studying Verbal Learning

1. Paired-Associates Learning: This is used for tasks like learning foreign language vocabulary. A learner is given a list of pairs (e.g., GEN - LOOT) and must recall the second word (response) when shown the first (stimulus). Trials continue until all pairs are learned.
2. Serial Learning: This method studies how people learn lists in a specific order. The participant is shown the first item and must anticipate the second, then shown the second and must anticipate the third, and so on, until the entire list is learned in sequence.
3. Free Recall: Participants are shown a list of words and then asked to recall them in any order. This method is used to study how people organize information in memory. Studies show that words at the beginning and end of a list are recalled more easily than those in the middle.

Determinants of Verbal Learning

• Length and Meaningfulness: Learning time increases as the length of a list increases or as the material becomes less meaningful (e.g., nonsense syllables vs. familiar words).
• Total Time Principle: A fixed amount of time is needed to learn a fixed amount of material, regardless of how that time is divided into trials.
• Organization: In free recall, people tend to organize words, even if they are presented randomly. For example, if a list contains names of animals and professions mixed together, people often recall them in clusters by category (category clustering).

Skill Learning

A skill is the ability to perform a complex task smoothly and efficiently, like driving a car or writing. Skills are learned through practice and exercise.

Phases of Skill Acquisition

According to Fitts, skill learning progresses through three phases:

1. Cognitive Phase: The learner tries to understand the task and memorize instructions. They must consciously think about every step.
2. Associative Phase: With practice, sensory inputs are linked with appropriate responses. Errors decrease, and performance becomes smoother, but the learner still needs to concentrate.
3. Autonomous Phase: With continued practice, the skill becomes automatic. It requires minimal conscious effort, and performance is less affected by outside distractions.

Factors Facilitating Learning

Beyond the specifics of each learning type, some general factors influence all learning.

Continuous vs Partial Reinforcement

• Continuous Reinforcement: Reinforcing a response every time it occurs leads to fast learning but also fast extinction when the reinforcement stops.
• Partial Reinforcement: Reinforcing a response only sometimes. This leads to slower learning but produces behaviour that is much more resistant to extinction. This is known as the partial reinforcement effect.

Motivation

Motivation is the state that energizes an organism to act to fulfill a need. It is a prerequisite for learning.

• Intrinsic Motivation: Learning something because you enjoy it.
• Extrinsic Motivation: Learning something to achieve an external goal, like getting good grades.

Preparedness for Learning

Different species have biological constraints on what they can learn. An organism can only learn associations for which it is genetically "prepared." For example, a learning task that is easy for a human might be impossible for a rat. This concept exists on a continuum from tasks an organism is prepared for (easy to learn) to those it is unprepared for (impossible to learn).

Learning Disabilities

A learning disability is a general term for a group of disorders that make it difficult to acquire and use skills like reading, writing, speaking, reasoning, or math. These difficulties are presumed to originate from problems with the central nervous system and can affect individuals with average or even superior intelligence.

Symptoms of Learning Disabilities

• Difficulty with reading, writing, and speaking.
• Disorders of attention: Easily distracted, hyperactive.
• Poor spatial orientation and sense of time; may get lost easily or confuse directions.
• Poor motor coordination and manual dexterity (e.g., difficulty riding a bicycle).
• Failure to understand and follow oral directions.
• Misjudging social relationships and failing to understand body language.
• Dyslexia: A common learning disability involving difficulty in reading and writing. Individuals may confuse letters like 'b' and 'd' or 'p' and 'q', or words like 'was' and 'saw'.