bf.
kSu (Learning)
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Introduction
• Both human beings and animals have the capacity to learn.
• However, the learning capacity differs according to the
biological conditions of a particular animal and their living
environment.
• i.e. Birds learn to build nests as opposed to certain other
species.
• Human beings have a unique
learning capacity - they learn to
communicate through language
from birth.
• In this chapter we will discuss the
meaning of learning, different
kinds of learning such as
classical conditioning, operant
conditioning, cognitive learning
and social learning.
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ye|skajSu
iEu cSjsfhlau ;u cSjs; ld,h mqrdu [Link] lrhs.
usksiqka iy i;=ka hk foj¾.hgu [Link]ï yelshdj
;sfnkjd. flfia jqj;a hï if;l=f.a cSj jsoHd;aul
iajNdjh iy cSj;ajk mrsirh wkqj [Link]ï yelshdj
fjkia fjkjd.
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Learning
• When we discuss learning we have to think about
the nature-nurture issue.
• Naturally people grow old and they learn many
things during their lifetime. Human survival is not
possible without learning.
• Psychologists give different definitions for learning.
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Definition of Learning
• However, a general definition can be that “learning is relatively
a permanent change in behaviour brought about by
experience.”
• In other words, as we learn we change the way we perceive
our environment, the way we interpret incoming stimuli, and
the way we interact or behave.
• Psychologists propose different kinds of learning such as
classical conditioning, operant conditioning, and social
learning which includes latent learning and observational
learning.
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[Link] (Learning)
ufkdajsoHd{hka [Link] jsjsO ks¾jpk fohs.
flfia jqj;a fmdÿ ks¾jpkhla f,i [Link]
hkq idfmalaI jYfhka w;aoelSï ;=<ska
p¾hdjkaf.a we;sjk ia:sr fjkihs.
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ufkdajsoHd{hka iïNdjH ;;ajdfrdamKh (Classical
Conditioning), ls%hdldrS ;;ajdfrdamKh (Operant
Conditioning), iy wdkqYhsl [Link] (Latent
Learning) iy ksrSlaIK [Link] (Observational
Learning) iukajs; iudc [Link] (Social Learning)
hkdoS jsjsO [Link]ï j¾. bosrsm;a lrhs.
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Classical Conditioning
• Ivan Pavlov, a Russian psychologist, proposed the
theory of classical conditioning/Associative learning.
• Classical conditioning is a type of learning in which a
neutral stimulus creates a response after it is paired with
a stimulus that naturally creates that response.
• A neutral stimulus is a stimulus that before conditioning,
does not naturally bring about the response of interest.
• In his experience, the bell is called the neutral stimulus
because as a stimulus, before conditioning, does not
naturally bring about the response (Feldman, 2002: 167).
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iïNdjH ;;ajdfrdamKh (Classical
Conditioning)
reishdkq ufkdajsoHd{hl= jQ Ivan Pavlov iïNdjH
;;ajdfrdamK (Classical Conditioning) kHdh
bosrsm;a lf<ah. iïNdjH ;;ajdfrdamKh hkq WodiSk
W;af;aclhla (neutral stimulus), iajNdjslju hï
m%;spdrhla f.k tk W;af;aclhla iuÕ tla jSfuka
tu m%;spdrhu f.k fok [Link]ï wdldrhls.
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Classical Conditioning
• Before conditioning there are two unrelated stimuli: the ringing of a
bell and meat.
• Before he presented the dog with meat he rang a bell.
• This pairing occurred repeatedly and the time between presenting
the meat and ringing the bell was carefully planned.
• At first the dog would salivate when the dog was presented with
meat.
• However, soon it began to salivate for the sound of the bell.
• Pavlov stopped presenting the meat, but the dog still salivated after
hearing the sound. Therefore, he concluded that the response
(salivation) is learned or conditioned.
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Summary
• Unconditioned and conditioned stimuli
and response in classical conditioning
are:
• Unconditioned stimuli: presentation of food
• Unconditioned response: when the food is
presented, the dog salivates
• Conditioned stimuli: ringing the bell
• Conditioned response: when the bell is
rung the dog salivates
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iïNdjH ;;ajdfrdamKfha ;;ajdfrdams;
fkdjk iy ;;ajdfrdams; W;af;acl iy
m%;spdr jkafka:
• ;;ajdfrdams; fkdjk W;af;acl: wdydr ,nd
oSu
• ;;ajdfrdams; fkdjk m%;spdr: wdydr ,nd
fok jsg n,a,d fl< ye,Su
• ;;ajdfrdams; W;af;acl: iSkqj kdo lsrSu
• ;;ajdfrdams; m%;spdr: iSkqj kdo lrk jsg
n,a,d fl< y,hs
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Operant Conditioning
• Another type of learning similar to classical conditioning is
operant conditioning which by B. F. Skinner.
• This theory states that there is a relationship between the
organism and the environment.
• In other words this theory explains how an organism
operates in a particular environment.
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ls%hdldrS ;;ajdfrdamKh (Operant
Conditioning)
iïNdjH ;;ajdfrdamKhg b;d iudk ;j;a [Link]ï
wdldrhls B. F. Skinner jsiska bosrsm;a lrk ,o
ls%hdldrS ;;ajdfrdamKh. fuu kHdhfhka lshfjkafka
cSjshl= iy mrsirh w;r iïnkaO;djla we;s njhs.
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Operant Conditioning – Experiment -1
• A cat was placed in a box with only one way out.
• At the beginning the cat would wander around the box
exploring the environment in a relatively random fashion.
• At some point by chance the cat manages to get out of the
box.
• At first, the cat does not know how to get out but soon it
learns how to get out of the box.
• The freedom from the box reinforces the learning of the cat in
its attempt it finds the way to get out.
• The more it is placed in the box the quicker the cat escapes
from the box.
• The cat has learned how to get freedom from the box through
natural consequences.
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Operant Conditioning – Experiment -2
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Operant Conditioning – Experiment -3
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Social Learning
• People learn by observing the actions of others.
• Also individuals learn by observing the events
occurring around them.
• This is also called vicarious conditioning or
observational learning.
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Social Learning
• Small children, for example, observe the behaviour patterns
of adults and they learn them and imitate them.
• Scholars point out that social learning is a distinct kind of
learning.
• The Model is a key concept in social learning.
• In the social learning theory, anyone who demonstrates a
behaviour that others observe, is termed as a model.
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iudc [Link] (Social Learning)
usksiqka wka whf.a ls%hdjka ksrSlaIKh lsrSfuka bf.k .kakjd.
tfukau mqoa.,hka ;uka wjg isÿjk isÿjSï ksrSlaIKh lsrSfukao
bf.k .kakjd.
wdo¾Ylh (model) iudc [Link]ï m%Odku ixl,amhls. iudc
[Link]ï kHdhfhaoS wka wh ksrSlaIKh lrk wdldrfha yeisrSï
fmkakqï lrk ´kEu flfkla wdo¾Ylhla (model) f,i
ye|skafjhs.
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Social Learning
• Observation and imitation are also significant in
social learning.
• People observe and imitate the behaviour of others.
• Even though learning takes place by observing
other’s behaviour, reinforcement is an important
supplement in social learning.
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Albert Bandura’s Experiments
• Bandura who studied reinforcement
conducted an experiment in 1965.
• On one occasion he showed a group of
students that a model was rewarded with
juice and candy for being aggressive.
• On another occasion a different group of
children watched the same model scolded
for being aggressive.
• At the end of the experiment he found
that the model’s behaviour was important
in determining the children’s behaviour.
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• The children who watched the model being rewarded with juice and
candy for being aggressive became more aggressive. The children
who watched the model scolded for being aggressive rarely imitated
the behaviour.
• This experiment indicates that reinforcement is important for social
learning.
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Cognitive Learning
• Not all kinds of learning take place owing to classical and operant
conditioning.
• Some kinds of learning involve higher-order processes in which people’s
thoughts and memories and the way they process information account for
their responses.
• This view focuses on the unseen mental processes that occurs during
learning rather than concentrating on external stimuli, response and
reinforcement.
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m%cdkk [Link] (Cognitive
Learning)
m%cdkk m%fõYh (Cognitive Approach) wkqu;
lrk ufkdajsoHd{hka ;¾l lrkafka usksiqka
Tjqkaf.a is;=js,s oduhka (thought processes) iy
m%cdkkhka (cognitions) ;=<ska bf.k .kakd njhs.
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Cognitive Learning
• Psychologists who support the cognitive approach argue that people
learn through their thought processes and cognitions.
• They stated that it does not suffice to argue that learning takes place
particularly in humans in terms of stimulus-response associations.
• They suggest that the learner forms a cognitive structure in the memory
which stores and organizes information about the various events that
occur in a learning situation (Hilgard, et al., 1975).
• For example, consider people who learn to play a particular musical
instrument. They learn through cognition. They learn how to hold the
instrument and the different functions of the particular instrument. They
learn slowly by practicing and making errors.
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