Psychology of Learning

Psychology of Learning

Introduction

Definitions of learning on the whole seem to focus on outcomes, what the person does differently. Memories of both parenting and schooling may preclude any possibility of an individual actively recognising what is involved in learning. Learning is about change and for many the terms are too often associated with threat (Ormrod, 1998). There are various theories about the importance of self esteem and its relationship to learning. This suggests that learning is a proactive process involving the learner as the main player. But first, it is useful to discuss some of the main theoretical approaches to learning.

This discussion is intended to invite questions about “When formulating your professional identity, you need to establish your own views about learning. By critically examining the theories discussed in semester one, describe your personal view of learning.” Overall, the basic concept of this research is to discuss the role of psychology in explaining learning. In this research I will discuss different theories of Learning 1: Behaviourist views. Theories of Learning 2: Cognitivist views. Theories of Learning 3: Humanistic views.

These theories of learning are based upon different assumptions or beliefs concerning either the essential nature of being human, or different views regarding what counts as knowledge and the purposes of knowledge. (Given, 2000)

Learning presupposes something being learnt and a subject who is doing the learning (Ormrod, 1998). It does not necessarily presuppose a 'teacher'. It depends upon whether the subject is conceived of as being 'active' or 'passive' whether or not some 'instrument' of learning becomes a necessity. That instrument may be a 'teacher' (human or computer, or divine as in the case of a 'prophet' revealing the teachings of a god). Or the teacher may be regarded as 'reality' or 'nature' which offers obstacles to desire and is the source of stimuli, pleasures and pains. If the subject is regarded as active, then learning may be driven by curiosity and not just problems posed by obstacles to desire; or learning may be driven by something like prior programming, or some pre-ordered rational structure of the mind. Or the mind is a blank slate upon which sense impressions leave their trace. Or, it can be argued that although we readily talk about a baby's ability to learn to walk, talk and manage the various social requirements that life demands, many of the ways in which babies and children are parented can partially or completely damage an innate ability to learn. The beliefs about how children should behave can limit curiosity and stifle creativity. Miller (1987) in the Drama of Being a Child writes most convincingly about this kind of damage.

Associationist, Rational Planning, Social Conditioning and Behaviourist Views

At its extreme, social conditioning views human nature as being infinitely malleable. The individual can be moulded in any way that accident or reason dictates (Given, 2000). This renders the individual largely passive, the result of accidental social conditioning or of deliberate rational planning. John Locke employed the metaphor of the blank slate (tabula ...