Learning and Cognition

Learning and Cognition

Learning is one of the most important and studied aspects in modern psychology. In order for one to understand learning, one must also understand behavior. Theorists use classical and instrumental conditioning to explain the changes in behavior. Learning and cognition are intertwined and both need to be present to understand learning. With a proper understanding of behavior and cognition, one can understand learning. 

Definition of Learning

Learning is most commonly defined as gaining knowledge, comprehension, or mastery through experience or study (Olson & Hergenhahn, 2009). However, psychologists prefer a different definition. In psychology, learning is defined as the “relatively permanent change in behavior that is brought about by experience” (McGraw Hill, 2011, p. 112). This change in behavior cannot occur because of illness, injury, maturation, or chemical substances.

Role of Behavior in Learning

Psychology is a behavioral science; therefore an observable and measurable subject is required. In psychology, the subject studied is behavior. Researchers make inferences regarding the learning process based upon the observable behavior. Researchers study what is expressed through behavior, however, behavior may not always be from learning. B.F. Skinner believed that behavioral changes were learning whereas other theorists believed that behavioral changes were the result of learning (Olson & Hergenhahn, 2009). Except for Skinner and his followers, theorists believe that learning is a result of experience and occurs before the changes in behavior. In theory, in order to understand learning, one must also understand the behavior associated with it.

Types of Learning

According to Olson and Hergenhahn, there are different types of learning (2009). These types include classical and instrumental conditioning. In classical conditioning, a neutral stimulus brings about a response when paired with a stimulus that naturally brings the response. An example of classical conditioning is Ivan Pavlov’s research with dogs. At first, the dog salivated when presented with food. After Pavlov began ringing a bell and then presenting the dogs with food, the dog began to salivate at the ringing of a bell. Emotional responses are likely to be learned through classical conditioning (McGraw Hill, 2011). An example is the research done with “Little Albert.” Experimenters made a loud noise behind the child while showing him a rat. The child began to associate the frightening sound with the rat and began to fear rats. Classical conditioned learning happens throughout a person’s lifespan. Another type of conditioning is instrumental. In instrumental conditioning, there is a relationship between behavior and reinforcement (Olson & Hergenhahn, 2009). In instrumental conditioning, the behavior is present before the reinforcement. An example of instrumental conditioning is rewarding a child for good behavior. The child only gets the reward if his or her behavior is instrumental for the reward. Conditioning can be positive or negative learning.

Relationship between Learning and Cognition

However, conditioning does not explain learning such as reading. Theorists deduced that learning also involves the cognitive processes. The cognitive processes include thinking, knowing, remembering, forming mental representations, and problem solving (Wood, Wood, & Boyd, 2011). Cognitive theorists believe that one must first understand these processes in order to have a more comprehensive view of learning. Not all learning takes place with conditioning (McGraw Hill, 2011). Learning activities such as driving a car use the cognitive processes. These types of activities are more than conditioning; thought processes are used to carry out the activity. Cognitive theorists developed approaches focused on the mental processes rather than on external stimuli, reinforcements, and responses (McGraw Hill, 2011).

Conclusion

By studying the relatively permanent behavior change, a theorist has his or her subject matter to understand learning. Theorists use two psychological paradigms, classical and instrumental conditioning, to demonstrate the association between cognition and learning. The relationship between cognition and learning is important and both components are required to fully understand learning. Learning without cognition is only potential. Cognition without learning is only reflex and instinct.

References

McGraw Hill (2011). Psychsmart. New York, NV: Author.

Olson, M. H., & Hergenhahn, B. R. (2009). An introduction to theories of learning (8th ed.). Upper Saddle River, NJ: Pearson/Prentice Hall.

Wood, S. E., Wood, E. G., & Boyd, D. (2011). The world of psychology (7th ed.). Boston, MA: Pearson/Allyn & Bacon.

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