Assignment

“LEARNING”
Submitted To
Prof. Dr. Asoke Kumar Saha.
Course Instructor
Department of MBA

East West University (EWU)

Prepared and Submitted By

Name: Afrina Mustofa; Id: 2018-1-60-147

Department: CSE

Submission date: 14th May, 2020

14th May, 2020

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Prof. Dr. Asoke Kumar Saha.

Course Instructor

Department of MBA

East West University (EWU)

Sub: Submission of Assignment.

Dear Sir,

We feel immense pleasure in presenting you the Assignment as part of our course requirement.
We found this Assignment to be truly challenging in many aspects and indeed very interesting in
relation to the various interpretational and engrossing exercises. Writing and preparing this
Assignment was truly comprehensive learning experience.

We have tried our level best to complete the Assignment with respect to the desired
requirements. However, if any explaining is required, we would be honored to oblige.

Yours Sincerely,

Afrina Mustofa

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 ACKNOWLEDGEMENT

In the beginning, we are grateful to the Almighty ALLAH for helping us to complete this
Assignment on "Learning".

We are also thankful to our course instructor Prof. Dr. Asoke Kumar Saha, who helped us to
complete this Assignment in the right process. Without his unconditional help we would not be
able to complete this Assignment in due time. His valuable advice and proper direction helped us
a lot to complete this Assignment.

Then we are also thankful to those respondents who helped us to collect the information from
various sources, which helped us to make this Assignment.

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 Executive Summary
How the brain acquires new information and how this learning process is affected by age,
emotion and context are questions that have fascinated neuroscientists for centuries. Recent
advances in technology have enabled neuroscientists to discover more about how the brain
develops and how the adult brain learns. The purpose of this unit is to define the concept of
educational Psychology. It describes meaning and nature of Educational Psychology. An attempt
has also been made to describe the characteristics and meaning of learning. Learning in
psychology is a very important part as it allows a teacher to know the process and factors of
learning for a student. “Learning can be defined as a relatively permanent change in behavior
which occurs as a result of practice and experience.” (Morgan, 1966). So, from this we can also
know that learning can cause permanent changes and these are varying much noticeable and as a
result it contains great value. Various methods of learning are seen and also, it’s effects. Some of
the factors of learning are motivation, readiness and will power, ability of the learner, attention
etc. Our knowledge, ideas, concepts, attitudes, beliefs and the skills, which we acquire, are a
consequence of these combined processes. The process of learning involves cognition, feeling,
experience and a context. Individuals vary greatly with regard to their ability, capacity and
interest in learning. You must have noticed such variations among your friends and students. In
any family, children of the same parents differ with respect to what they can learn and how well
they can learn. For example, a particular child may be very good at acquiring practical skills such
as repairing electrical gadgets, shopping for the household etc., while his brother or sister may in
contrast be very poor on these, and good at academic tasks, instead. Even for yourself, you may
be perplexed why you can do some tasks well, but not others given the same competence level.
For example, learning the tunes of songs and even their lyrics is often found to be easier than
learning a formula or a poem. Do you ever wonder why this is so? You may have observed that
for some people, learning driving, swimming, or cooking is achieved easily, while for some
others it is a nightmare. Why this happens, what could be the underlying reasons, why
individuals differ with respect to how, and what they learn, are the key questions addressed in the
present unit. To find some answers to these questions, we will try to identify and understand the
various factors affecting learning.

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 Table of Contents
INTRODUCTION......................................................................................................................................6
PSYCHOLOGY OF LEARNING.............................................................................................................6
MATURATION AS FACTOR IN LEARNING.…………………..………………………….….7
ATTENTION AND PERCEPTION AS FACTOR IN LEARNING……………………………..7

MOTIVATION AS FACTOR IN LEARNING………………………………………….…….....8

SCOPE OF EDUCATIONAL PSYCHOLOGY……………………………………………….....9

The Learner ……………………………………………………………………………………....9

The Learning Process……………….……………………………………………………………9

Learning Situation………………………………………………………………………………..9
Teaching ………………………………………………………………………………………..10
Educational Psychology………………………………………………….……………………..10

The Teacher…………………………………...…………………………………………..…….10

Trial and Error Learning ……..…………………………………………………………….…...10

OPERANT CONDITIONING ………………………………………………………………….11
Reference………………………………………………………………………………………...11

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 Learning

Introduction

Learning, as we know, can be considered as the process by which skills, attitudes, knowledge
and concepts are acquired, understood, applied and extended. All human beings, engage in the
process of learning, either consciously, sub-consciously or subliminally whether grownups or
children. It is through learning that their competence and ability to function in their environment
get enhanced. It is important to understand that while we learn some ideas and concepts through
instruction or teaching, we also learn through our feelings and experiences. Feelings and
experiences are a tangible part of our lives and these greatly influence what we learn, how we
learn and why we learn. Learning is a basic compound of human nature and ways of learning can
be differentiated in various ways. Learning can be defined as relatively permanent change in
immediate behavior that results from experience. Learning is a procedure not only seen in
humans but also in animals and now a days even in the for of Artificial Intelligence. Learning
then becomes habit and it causes various behavior change and its effects significantly. Such a
thing is seen or observed in various domestic animals. Ringing a bell for example to let a dog
know that it’s meal time, but this simple habit can change the dog’s reaction to certain time and
certain sounds although this can cause the body to react along with them. But the most important
part is how this action works for everyone. It is not same for everyone but some fact is common
about learning such as easy contents take less time to learn and it faster comparing to complex
contents. Same this can take various range of time based on the process of learning. The learning
process also depends on the learner and their learning capability, its not same for very person.
Along with capacity some other actions or facts can also boost up this procedure such as
motivation. It plays a very important part in the pre-phase of learning.

PSYCHOLOGY OF LEARNING
This area is concerned with such problems as: How do children acquire skills? When is learning
more effective? What are the factors that help the learning Process? How do we measure the
amount of learning? Are there any economic methods of memorizing? Why do we forget? Can
memory be improved? Dose the study of English helps than study of Physics? Psychology helps
the teacher to get answers to these questions. It tells us that learning becomes more effective if
factors like motivation and interest are taken into consideration by every teacher. The knowledge
of psychology has helped the teacher in modifying her approach to the teaching learning process.
The study of educational Psychology has brought about change in the approach and therefore we
have child centered education. Psychological principles are used in formulation curriculum for
different stage. Attempts are made to provide subjects and activities in the curriculum which are
in conformity with the needs of the students, their developmental characteristics, learning
patterns and also needs of the society.

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 Factors Associated with Learner

MATURATION AS FACTOR IN LEARNING

Maturation is an important factor that affects our learning is defined as “growth that proceeds
regularly within a wide range of environmental conditions.” Maturation is growth that takes
place regularly in an individual without special condition of stimulation such as training and
practice. Learning is possible only when a certain stage of maturation is also reached. Exercise
and training become fruitful only when a certain stage of maturation is attained. Maturation
determines the readiness of the child for learning. Learning will be ineffective if the child has not
attained the required level of maturity. There are individual differences in maturation. This
means the rate of maturation varies with individuals. There are individual differences in the
capacity to learn at the same age level. This is because of the difference of maturation level.
Specific skills are learnt by children easily who mature earlier than others. The 3R’s I e reading,
writing and reckoning can be learnt only after the maturation of muscular and brain capacities.
Rate of learning ability is closely related to the maturation of the cerebral cortex. Deterioration of
cortical tissues in old age brings about declination in the learning ability. So, it can be said that
learning is not independent of maturation, but must be based upon a sufficient stage of growth.
Learning is possible only when a certain stage of maturation is reached. However much we
practice a six-month-old child with walking exercises, the infant cannot walk. The muscles have
not matured enough for the infant to learn to walk. This particular learning is possible only when
the nerves & the muscles have attained a particular stage of maturity & development. Practice is
most productive when properly articulated with maturational level. It is very essential for the
teachers to know the maturational level of the pupils.

ATTENTION AND PERCEPTION AS FACTOR IN LEARNING

Another factor, which affects learning, is attention. Attention is always present in conscious life
and is common to all types of mental activity. It is the characteristics of all conscious life. Every
activity of yours is based on interest and attention. You can succeed in achieving your goals only
when your attention is directed towards learning. Attention is defined as the act of selective
consciousness-Ross Dumville defined Attention as the concentration of consciousness upon one
subject rather than another.

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MOTIVATION AS FACTOR IN LEARNING

The knowledge of how to stimulate the students to participate meaningfully in classroom will go
a long way in assisting the teachers. This unit therefore provides the learners the opportunity to
understand different theories of motivation and how to apply these theories to their day-to-day
classroom teaching/learning activities. Motivation is defined as an inspiration that propels
someone into an action. It is an internal state or condition that activates and gives direction to our
thoughts, feelings, and actions (Lahey, 1995). In the opinion of Oladele (1998), motivation is a
process by which the learner’s internal energies are directed toward various goal objects in
his/her environment. These energies or arousals push an individual in achieving his goals. An
individual may be highly motivated to perform well in a task and completely unmotivated in
another. This means that when people are motivated, they will work tirelessly to achieve their
aspirations. Maslow (1970) believed that motivation leads to growth and development, and that
need satisfaction is the most important sole factor underlying motivation. Maslow furthered
explained that man is perpetually in needs and that the resources to satisfy those needs are
limited. In view of this, man places his/her wants on the scale of preference, that he/she selects
the most pressing need. After this need has been satisfied, it becomes less important, paving way
for the next on the rank. The needs of man may either be primary or secondary. Primary needs
are the physiological wants of man. It may be the need for water, rest, sexual intercourse, hunger
and thirst. Secondary needs are the desire for autonomy, affection, or the need for safety and
security. For example, the desire of a laborer to take a glass of water after thirst is a primary
need. At the same time, craving of the students to stay in a serene classroom environment is a
secondary need.

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 SCOPE OF EDUCATIONAL PSYCHOLOGY

The Learner

Educational Psychology acquaints us with need of knowing the leaves and deals with the
techniques of knowing him well. Following are the topics studied included in it: the innate
abilities and capabilities of the individual differences and their measurements, the overt, convert,
conscious as well as unconscious behavior of the learner, the characteristics of his growth and
development at each stage beginning from childhood to adulthood.

The Learning Process

After knowing the learner and deciding what learning experiences are to be provided, the
emerging problem is to help learner in acquiring these learning experiences with ease and
confidence. Hence, it deals with the nature of learning and how it takes place and contains the
topics such as laws, principles and theories of learning; remembering and forgetting, perceiving,
concept formation, thinking, reasoning process, problem solving, transfer of training, ways and
means of effective learning etc.

Learning Situation
It also deals with the environment factors and learning situation which come midway between
the learner and the teacher. Topics like classroom climate and group dynamics techniques and
aids which facilitate learning, evaluation techniques, and practices, guidance and counseling etc.
which help in the smooth functioning of the teaching learning process.

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Teaching

Situation It suggests the techniques of teaching. It also helps in deciding what learning situation
should be provided by teacher to learner according to his mental and physical age, his previous
5knowledge and interest level. By describing the learner’s characteristics, what teaching aids are
appropriate for the particular subject Evaluation of Learning Performance Main objective of
education is all-round development of the learner. It includes cognitive, affective and
psychomotor aspects of personality.

Educational Psychology

suggests various tool and techniques for assessment and evaluation such as performance test,
oral test and written test. It does not stop at measurement only, after the testing results of the test
are analyzed causes for poor performance, backwardness in any aspect of development is
corrected by maladjustment are helped by guidance and counselling study habit, examination
techniques and learning styles are analyzed and helped the learner so that he can overcome the
difficulties.

The Teacher

Educational Psychology emphasizes the need of knowing the self for a teacher to play his floe
properly in the process of education. it throws light on the essential personality traits, interests,
aptitudes, the characteristics of effective teaching etc., so as to inspire, help teacher handle the
stress, conflict and anxiety by giving insight in their own personality.

Trial and Error Learning

Trial-and-error learning, relative to errorless learning, has been shown to impair memory among
older adults, despite evidence from young adults that errors may afford memorial benefits
through richer encoding. However, previous studies on the effects of errorless versus trial-and-
error learning in older adults has required production of errors based on perceptual cues. We
hypothesized that producing errors conceptually associated with targets would boost memory for
the encoding context in which information was studied, especially for older adults who do not
spontaneously elaborate on targets at encoding. We report two studies examining the impact of
generating errors during learning on source memory among young and older adults, with a
process dissociation procedure employed in Study 1, and source memory assessed directly in
Study 2. In both studies, participants were shown semantic category cues and generated an
exemplar either with or without errors. In Study 1, for both age groups trial-and-error learning
was associated with lower familiarity-based memory and higher recollection-based memory
relative to errorless learning, and the latter effect was more marked for older than younger adults.
Similarly, in Study 2, trial-and-error learning was associated with better source memory relative
to errorless learning, particularly for the older adults. We argue that trial-and-error learning can
enhance source memory and confer memorial benefits when making such errors facilitates
semantic elaboration, especially for older adults who do not spontaneously engage in strategic
encoding.

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OPERANT CONDITIONING

The term operant conditioning1was coined by B. F. Skinner in 1937 in the con-text of reflex
physiology, to differentiate what he was interested in—behavior that affects the environment—
from the reflex-related subject matter of the Pavlovians. The term was novel, but its referent was
not entirely new. Operant behavior, though defined by Skinner as behavior “controlled by its
consequences” is in practice little different from what had previously been termed “instrumental
learning” and what most people would call habit. Any well-trained “operant” is in effect a habit.
What was truly new was Skinner’s method of automated training with intermittent reinforce
cement and the subject matter of reinforcement schedules to which it led. Skinner and his
colleagues and students discovered in the ensuing decades a completely unsuspected range of
powerful and orderly schedule effects that provided new tools for understanding learning
processes and new phenomena to challenge theory. A reinforcement schedule is any procedure
that delivers reinforcers an organism according to some well-defined rule. The usual reinforcer is
food fora hungry rat or pigeon; the usual schedule is one that delivers the reinforcer fora switch
closure caused by a peck or lever press. Reinforcement schedules have also been used with
human subjects, and the results are broadly similar to the results with animals. However, for
ethical and practical reasons, relatively weak reinforcers must be used—and the range of
behavioral strategies people can adopt of course greater than in the case of animals. This review
is restricted to work with animals. Two types of reinforcement schedule have excited the most
interest. Most popular are time-based schedules such as fixed and variable interval, in which the
rein-forcer is delivered after a fixed or variable time period after a time marker (usually the
preceding reinforcer). Ratio schedules require a fixed or variable number of responses before a
reinforcer is delivered. Trial-by-trial versions of all these free operant procedures exist. For
example, a version of the fixed-interval schedule specifically adapted to the study of interval
timing is the peak-interval procedure, which adds to the fixed interval an intertrial interval (ITI)
preceding each trial and a percentage of extra-long “empty” trials in which no food is given.

References:

1. Course Teacher Lecture

2. Theories of learning course materials
3. Psychology of Learning
4. Internet

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