Rational learning

The ability to reason logically is a fundamental skill of rational agents, hence the study of the form of correct
argumentation is relevant to the study of critical thinking.

Motor learning is a change, resulting from practice or a novel experience, in the capability for responding. It often
involves improving the smoothness and accuracy of movements and is obviously necessary for complicated
movements such as speaking, playing the piano, and climbing trees; but it is also important for calibrating simple
movements like reflexes, as parameters of the body and environment change over time. Motor learning research
often considers variables that contribute to motor program formation (i.e., underlying skilled motor behaviour),
sensitivity of error-detection processes,[1][2] and strength of movement schemas (see motor program). Motor
learning is "relatively permanent", as the capability to respond appropriately is acquired and retained. As a result,
the temporary processes that affect behaviour during practice or experience should not be considered learning,
but rather transient performance effects. As such, the main components underlying the behavioural approach to
motor learning are structure of practice and feedback given. The former pertains to the manipulation of timing and
organization of practice (potentially for different subtasks or variations of the task) for optimal information
retention (also see varied practice), while the latter pertains to the influe nce of feedback on the preparation,
anticipation, and guidance of movement.

Associative Learning:
This is a "learning" or "conditioning" term that refers to learning that two different events occur or happen
together. This is really a fundamental component of conditioning since a response to a stimulus won't really be
learned if the organism doesn't get the point that the stimulus and response are supposed to occur together. This
Rational Learning
Knowledge is the outcome sought in this type of learning. Rational learning is intellectual in nature and involves
the process of abstraction by which concepts are formed.
Motor Learning
The outcome sought in this type of learning is skill, which may be described as the adaptation of movement to stimuli resulting
in speed and precision of performance.
Associational Learning
The outcome sought in this type of learning is the acquisition and retention of facts and information. This type of learning
involves the development of associative patterns of learning by which ideas and experiences are retained, recalled and
experienced so that one will serve as the stimulus for the revival and recall of other experiences.
Appreciation Learning
The outcome sought in this type of learning is appreciation of aesthetic improvement. Appreciation involved both intellectual
and emotional elements. It is a sensitive awareness to and perception of the importance or utility of information in its relation
to other fields and in the development of attitudes and tastes.

Appreciational Learning

This involves the process of acquiring attitudes, ideals, satisfactions, judgment and knowledge concerning values as
well as the recognition of worth and importance that the learner gains from participating in the learning
activities.doesn't have to be a conscious learning (remember, there is a big difference between classical and operant
conditioning) but the association must be made for the learning to occur. For example, will a rat learn to press a lever if it never
makes the association between pressing the lever and getting the reward? Or why would a dog salivate to a bell if it never
makes the connection between the bell and getting food?

Read more: http://www.alleydog.com/glossary/definition.php?term=Associative%20Learning#ixzz4JANd7boZ