Learning and Cognition - a Definition of Learning & How Behavior Plays a Role

Learning and Cognition

Learning is a process that every human being has the ability to experience on some level and in psychology it is an important concept to understand because it allows insight for an explanation of behavior when considering human nature. This paper will explore learning, in depth, by providing a clear definition of the term, as well as how it is connected with behavior. This writer will also attempt to describe two types of learning, classical and instrumental conditioning in detail and provide examples of each. While it is clear that learning and cognition are related, this paper will explore how they are connected by providing a definitive explanation and example. It is important to mention that not all behavior is learned, some behaviors are based on instinctive measures for survival. As stated above, it is first important to provide a comprehensive definition of learning.

A Definition Of Learning & How Behavior Plays A Role

Learning has been defined in different ways according to the many theories associated with psychology. According to Gregory A. Kimble (1917-2006) learning is a process that leads to observable behavior changes that are relatively permanent. The concept of learning being relatively permanent deserves some detailed discussion. When Kimble is referring to learning being relatively permanent, the main thought is that learning is neither a fleeting thought, nor is it immediately attached, it actually takes experience and practice for it to become ingrained in thought and behavior (Olson, Hergenhahn, 2009). However, it is worth noting that one has the ability to unlearn a behavior, or implement a different behavior to produce a more positive result, therefore, learning is not always permanent. While Kimble's definition is disputed in many of the frameworks associated with psychology, many agree that measurable behavioral changes are a key element of the psychological phenomena of the learning process (Olson, Hergenhahn, 2009). Furthermore, such behavior changes are produced by reinforced practice (Olson, Hergenhahn, 2009). Some types of learning takes place when individuals process information, act upon it, and are presented with some type of reinforcement that allows the individual to decide if the consequence of the action is worth continuing the behavior. Then there are other types of learning that cause a natural response in an individual's behavior. Although, learning, also referred to as conditioning, is not as simple as it sounds.

Two Well Known Learning Styles

Moreover, there are two types of conditioning that seem to lend a framework for other types of learning that have been identified over the years. Classical conditioning and instrumental conditioning are the two main types of learning that will be discussed. Classical conditioning has a long history in the area of behavioral science surrounding psychology. Theories surrounding classical conditioning have been rooted long before Russian physiologist, Ivan Pavlov (1849-1936); however he was one of the most influential and well known pioneers of the concept (Bitterman, 2006). Pavlov's experiments contributed to the theories that are the cornerstone of learning.

Classical conditioning refers to the process by which an individual associates a neutral stimulus with another stimulus, which as a result, creates a conditioned response. It is important to note that classical conditioning requires that there be a neutral stimulus or signal, one that would not usually cause a response, be presented before the unconditioned stimulus that would normally cause a natural response. Eventually conditioning will take hold during the learning process, and the subject would not even need the neural stimulus because the natural response would automatically take place when presented with the neutral stimulus. For instance, this type of conditioning could be seen when, over time, a person may simply hear the name of their favorite restaurant, they become hungry and their mouth begins to water. In this example, the name of the restaurant is the neutral stimulus, because a simple name would not cause such a reaction. But, overtime an individual may become conditioned to associate the restaurant name, which is known as the conditioned stimulus, with their favorite food, which is the unconditioned stimulus, which has the potential to produce a natural response by salivating. Over time, as the individual is presented with the smell and taste of their favorite food by experiencing this favorite restaurant, they become conditioned to associate the food with the name of the restaurant, which may produce a very natural reaction to the name alone, without the smell or taste of the food.

On the other hand, instrumental conditioning relies on the behavior