Types of learning

(1) Perceptual Learning: Ability to learn to recognize stimuli that have been seen before.

• Primary function is to identify and categorize objects and situations.

• Changes within the sensory systems of the brain.

(2) Stimulus-response Learning: Ability to learn to perform a particular behavior when a certain stimulus is present.

• Establishment of connections between sensory systems and motor systems.

• Classical Conditioning: Association between two stimuli.

- Unconditioned Stimulus (US), Unconditioned Response (UR), Conditioned Stimulus (CS), Conditioned Response (CR).

- Hebb Rule: If a synapse repeatedly becomes active at about the same time that the postsynaptic neuron fires, changes will take place in the structure or chemistry of the synapse that will strengthen it.

- Rabbit experiment: Tone paired with puff of air.

• Instrumental Conditioning: Association between a response and a stimulus; allows an organism to adjust its behavior according to the consequences of that behavior.

- Reinforcement: Positive and negative.

- Punishment

(3) Motor Learning: Establishment of changes within the motor system.

(4) Relational Learning: Involves connections between different areas of the association cortex.

(5) Spatial Learning: Involves learning about the relations among many stimuli.

(6) Episodic Learning: Remembering sequences of events that we witness.

(7) Observational Learning: Learning by watching and imitation other people.

Simple non-associative learning Habituation

In psychology, habituation is an example of non-associative learning in which there is a progressive diminution of behavioral response probability with repetition stimulus. An animal first responds to a stimulus, but if it is neither rewarding nor harmful the animal reduces subsequent responses. One example of this can be seen in small song birds - if a stuffed owl (or similar predator) is put into the cage, the birds initially react to it as though it were a real predator. Soon the birds react less, showing habituation. If another stuffed owl is introduced (or the same one removed and re-introduced), the birds react to it again as though it were a predator, demonstrating that it is only a very specific stimulus that is habituated to (namely, one particular unmoving owl in one place). Habituation has been shown in essentially every species of animal, including the large protozoan Stentor Coeruleus.

Sensitization

Sensitization is an example of non-associative learning in which the progressive amplification of a response follows repeated administrations of a stimulus (Bell et al., 1995). An everyday example of this mechanism is the repeated tonic stimulation of peripheral nerves that will occur if a person rubs his arm continuously. After a while, this stimulation will create a warm sensation that will eventually turn painful. The pain is the result of the progressively amplified synaptic response of the peripheral nerves warning the person that the stimulation is harmful. Sensitization is thought to underlie both adaptive as well as maladaptive learning processes in the organism.

Associative learning

Associative learning is the process by which an element is learned through association with a separate, pre-occurring element. It is also referred to as classical conditioning.

Imprinting

Imprinting is the term used in psychology and ethnology to describe any kind of phase-sensitive learning (learning occurring at a particular age or a particular life stage) that is rapid and apparently independent of the consequences of behavior. It was first used to describe situations in which an animal or person learns the characteristics of some stimulus, which is therefore said to be "imprinted" onto the subject.

Learning occurs in four major ways-transmission, acquisition, accretion and emergence.

Transmission is the process by which information, knowledge, ideas and skills are taught to others through purposeful, conscious telling, demonstration and guidance. Over the course of a lifetime, this method accounts for only about 10% of learning. Unfortunately, this is the most traditional and, currently, the most predominate method of instruction. However, we are finding out it is not very effective and moving toward acquisition and emergence and examining the lessons of accretion.

Acquisition is the conscious choice to learn. Material in this category is relevant to the learner. This method includes exploring, experimenting, self-instruction, inquiry and general curiosity. Currently, acquisition accounts for about 20% of what we learn.

Accretion is the gradual, often subconscious or subliminal, process by which we learn things like language, culture, habits, prejudices and social rules and behaviors. We are usually unaware that the processes involved in accretion are taking place, but this method accounts for about 70% of what we know. Social learning certainly plays into this type of learning, as does the hidden or covert curriculum.

Emergence is the result of patterning, structuring and constructioning of new ideas and meanings that did not exist before, but which emerge from the brain through thoughtful reflection, insight and creative expression or group interactions. This form of learning accounts for the internal capacities of synthesis, creativity, intuition, wisdom and problem-solving. This method is greatly dependent on the allocation of time and opportunities to reflect and construct new knowledge. This method plays an important role in inspiration and originality. In the context of current educational practices, we learn only 1-2% by this method.

Multimedia Learning

The learning where learner uses multimedia learning environments (Mayer 2001). This type of learning relies on dual-coding theory (Palvio 1971).

In order to learn a skill, such as solving a Rubik's cube quickly, several factors come into play at once:

• Directions help one learn the patterns of solving a Rubik's cube.

• Practicing the moves repeatedly and for extended time helps with "muscle memory" and therefore speed.

• Thinking critically about moves helps find shortcuts, which in turn helps to speed up future attempts.

• The Rubik's cube's six colors help anchor solving it within the head.

• Occasionally revisiting the cube helps prevent negative learning or loss of skill.

Criticism of the concept of Learning in Traditional Education

Learning is a process you do, not a process that is done to you. Traditional education focuses on teaching, not learning. It incorrectly assumes that for every ounce of teaching there is an ounce of learning by those who are taught. However, most of what we learn before, during and after attending schools is learned without it being taught to us. A child learns such fundamental things as how to walk, talk, eat, dress and so on without being taught these things. Adults learn most of what they use at work or at leisure while at work or leisure. Most of what is taught in classroom settings is forgotten and much or what is remembered is irrelevant.