Psy/390 - Learning and Cognition

Learning and Cognition

Although it is an unobservable concept, learning is one of the most studied subjects in psychology. Psychologists have been for decades trying to understand and explain the mental processes involved in human learning, although observing and experimenting with learning is almost an impossible project. Because of this difficulty, psychologists have been observing and testing behaviors, in an attempt to understand learning. Behavior, unlike learning, is a verifiable phenomenon, and when associated with conditioning allows the researcher to come closer to explaining how learning occurs in human beings. 

Learning can be defined as a process of gaining and retaining knowledge, and the acquisition of knowledge or skills through experience, practice, or study, or by being taught. However, most psychologists believe that the definition of this important term is way deeper and more intrinsic than that. George Kimble suggests a definition that, because of being broader and more technical, is more accepted by many psychologists. He explains that learning is "a relatively permanent change in behavioral potentiality that occurs because of reinforced practice" (Olson & Hergenhahn, 2009, p. 3). 

Learning is used by humans and animals as a primary tool for adaptation. Individuals use learning to adapt to their environment, and the only way to observe that learning experience is through observing behavior. By watching the way animals and human beings behave, it is possible to analyze what they have learned, and how they are evolving and developing their new skills. It is safe to say that behavior is a result of learning, as after learning a new set of skills, the individual’s behavior will be modified and adapted to this new acquired knowledge. Learning can be considered a relatively permanent change and behavior, and this change is caused due to experience. This idea of a permanent change excludes the variables that can come from specific situations. For instance, the temporary changes caused by fatigue, stress, motivation, or influenced by drugs can’t be considered learning, although all these factors can cause change in behavior (Changani, 2011).

When it comes to learning, there are two main types of conditioning that can be associated with it, classical and operant conditioning. As explained by Onson and Hergenhahn, a procedure that modifies behavior can be seen as conditioning (2009), and the first psychologist to explain the concept of conditioning related to learning was the Russian Ivan Pavlov, who used bells and meat to condition a dog to salivate even before he was presented with food. Both types of conditioning mentioned above explain how when behavioral changes occur, learning happens. Classical conditioning involves associating an unconditioned stimulus with a conditioned response by repeatedly pairing a conditioned stimulus with an unconditioned response. On the other hand, operant conditioning, also known as instrumental conditioning, behavior is reinforced through rewards and punishments for behavior. Through operant conditioning, an association is made between a behavior and a consequence for that behavior. (Stone, 2011). Classical and operant conditioning are not the only methods that can result in learning, as individuals can learn skills without the use of conditioning. However, the learning that comes through conditioning is observable and understandable. 

It is easy to understand the relationship between learning and cognition, as both concepts are highly connected. Learning is the process by which individuals gain and store knowledge. Cognition is the processes involved in gaining skills or knowledge, and may include thinking, knowing, remembering and problem solving. For learning to occur, as most learning theories propose, many cognitive associations between stimuli and responses must happen. These processes are based on conditioning, training, or habituation, and the consequences that come from them are based on cognitive associations. To better exemplify, a child, by seeing a flower for the same time, doesn’t necessarily know that object as a “flower”. However, after someone points it out as being a flower, the child will make an association between the word and the object, thus learning its identity. In other words, learning is the result of several cognitive processes (Olson & Hergenhahn, 2009). 

The process of learning in human beings may never be fully deciphered, but psychologists have come really close to understanding how conditioning and repetition influence the way individuals acquire, store and access new information. Advances in the technology, medical and psychology fields have allowed for specialists to understand and treat learning disorders, making it possible for individuals with difficulties learning and retaining information to live a normal and fulfilling life.