LEARNING

SCOPE OF PRESENTATION
o Definition of learning
o Nature and characteristics of learning
o Types of learning
o Factor influencing learning
DEFINITION OF LEARNING
Gardner Murphy (1968)- the term learning covers
every modification in behaviour to meet
environmental requirements.

Gates (1946) – learning is the modification of behaviour

through experience.

Kingsley and Garry (1957) - learning is the process

by which behaviour changed through practice or
training.
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 CLINICAL SKILLS

YOU WILL LEARN

MANY SKILLS
WHILE STUDYING
MEDICINE
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 "GOOD" AND "BAD" LEARNING

Think back on one example of "good" learning,

and one example of "bad" learning, in your
experience.
It can be in or outside school. ("Good" learning
means that you really understand and can use the
knowledge, and you retain it for long time.)
 FOUR STAGES OF LEARNING:

Four Stages of Learning

A model about how we learn.

Learning can be said to take place in four stages
I- Unconscious Incompetence
II- Conscious İncompetence
III- Conscious Competence
IV- Unconscious Competence
1-Unconscious Incompetence:

Unconscious Incompetence- Blissful ignorance.

We are not aware that we don ’ t know something.
We don't know what we don't know.
II Conscious incompetence:
Conscious incompetence
We discover a skill we wish to learn - driving a car, riding
a bike
We have a desire to learn.
Often This Means Not Succeeding At First.
This Is Learning; Unfortunately, In Our Culture It
Is Often Labelled 'Failure’.

We Feel Uncomfortable.
We Know There Is Something We Want To Know,
But We Know That We Do Not Yet Know It.
III Conscious Competence:
III Conscious Competence We acquire the skill. We
have become consciously competent.
We have to concentrate on what we need to do. We
can do it, but it is difficult and stressful
Our conscious mind can only cope with a small
number of new bits of information at any one time.
.
III Conscious Competence:
III Conscious Competence We acquire the skill. We
have become consciously competent.
We have to concentrate on what we need to do. We
can do it, but it is difficult and stressful
Our conscious mind can only cope with a small
number of new bits of information at any one time.
.
IV Unconscious competence:

Unconscious competence Lastly, we blend the skills

together and they become habits

- we can then do them while our mind is on other

things.
We Have Reached The Stage Of Unconscious
Competence.
Our Confidence And Ability Have Peaked,

We No Longer Have To Concentrate On What We

Do; This Is The Start Of The Next Learning Curve
IV Unconscious competence (continued):
Unconscious competence (continued ) We do it without
consciously thinking about how we do it. It is almost
instinctive. Anyone who has truly mastered an art or discipline
has reached this stage. They make it appear so easy
No matter how skilled someone seems to be, they
have gone through, at a minimum, these four stages.
In different areas of our life we will be at different
stages on different learning curves.
CONCIOUS COMPETENCE

(-) (+)

UNCONSCİOUS CONSCİOUS
INCOMPETENCE(1) İNCOMPETENCE (2)
(-)

UNCONSCİOUS CONSCİOUS
COMPETENCE(4) COMPETENCE
(+) (3)
DEFINITION: LEARNING IS…
 A change in behavior as a result of experience or practice.
 The acquisition of knowledge.
 Knowledge gained through study.
 The process of gaining knowledge.
 A process by which behavior is changed, shaped or controlled.
 The individual process of constructing understanding based on
experience
NATURE AND CHARACTERISTICS
OF LEARNING
1. Learning is the change in behaviour.
2. Learning is a continuous life long process.
3. Learning is a universal process.
4. Learning is purposive and goal directed.
5. Learnring involves reconstruction of experiences.
6. Learning is the product of activity and environment.
 Types of Learning

Reference- http://www.psychologydiscussion.net/
TYPES OF LEARNING
1. MOTOR LEARNING:

Most of our activities in our day-to-days

life refer to motor activities. The
individual has to learn them in order to
maintain his regular life, for example
walking, running, skating, driving,
climbing, etc. All these activities
involve the muscular coordination
 2. VERBAL LEARNING:

This type of learning involves the language we

speak, the communication devices we use. Signs,
pictures, symbols, words, figures, sounds, etc,
are the tools used in such activities. We use
words for communication.
3. Concept learning:

It is the form of learning which requires higher order mental

processes like thinking, reasoning, intelligence, etc. we learn
different concepts from childhood. For example, when we
see a dog and attach the term ‘dog’, we learn that the word
dog refers to a particular animal. Concept learning involves
two processes, viz. abstraction and generalisation. This
learning is very useful in recognising, identifying things
 4. DISCRIMINATION
LEARNING:

Learning to differentiate between stimuli and showing an

appropriate response to these stimuli is called
discrimination learning. Example, sound horns of different
vehicles like bus, car, ambulance, etc.
 5. LEARNING OF PRINCIPLES:
Individuals learn certain principles related to
science, mathematics, grammar, etc. in order
to manage their work effectively. These
principles always show the relationship
between two or more concepts. Example:
formulae, laws, associations, correlations,
etc.
 6. Problem solving:
 This is a higher order learning process. This learning
requires the use of cognitive abilities-such as thinking,
reasoning, observation, imagination, generalization,
etc. This is very useful to overcome difficult problems
encountered by the people.
 7. Attitude learning:
 Attitude is a predisposition which determines and
directs our behaviour. We develop different attitudes
from our childhood about the people, objects and
everything we know. Our behaviour may be positive
or negative depending upon our attitudes. Example:
attitudes of nurse towards her profession, patients,
etc.
FACTOR INFLUENCING
LEARNING

 Learner Related Factor –

 Learner’s physical and mental health
 The basic potential of the learner
 The level of aspiration and achievement motivation
 Goal of life
 Readiness and will power
 Teacher Related Factor
 Mastery over the subject matter
 Art and skill teaching
 Personality traits and behaviour of the teacher
 Level of adjustment and mental health of the teacher
 Contents Related Factor
 Nature of the contents or learning experience
 Selection of the content or learning experiences
 Organisation of the contents or learning
experience
THANK
YOU