Learning

Prof. Premakumara De Silva

 Introduction
 Both human beings and animals have the capacity to
learn.
 However, the learning capacity differs according to the
biological conditions of a particular animal and their
living environment.
 i.e. Birds learn to build nests as opposed to certain other
species.
 Human beings have a unique learning capacity - they
learn to communicate through language from birth.
 In this lecture we will discuss the meaning of learning,
different kinds of learning such as classical conditioning,
operant conditioning, cognitive learning and social
learning.
 ye|skaùu
iEu cSúfhlau ;u cSú; ld,h mqrdu bf.kSu lrhs'
ñksiqka iy i;=ka hk foj¾.hgu bf.kSfï yelshdj
;sfí' flfia jqj;a hï if;l=f.a cSj úoHd;aul
iajNdjh iy cSj;ajk mrsirh wkqj bf.kSfï
yelshdj fjkia fõ'
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muKs
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we;s jeo.;alu kï ñksidg we;s ikaksfõok
yelshdj ksid NdIdj fhdodf.k bf.kSfï
yelshdjhs '
fuu mßÉfþofhaÈ bf.ksu ms<sn| úúO w¾:l:khka
idlÉpd lrkq ,efí' bf.kSu ms<sn| iïNdjH
;;a;ajdfrdamK l%shdldÍ ;;a;ajdfrdamKh (operant
 Learning
When we discuss learning we have to think
about the nature-nurture issue.
Naturally people grow old and they learn
many things during their lifetime. Human
survival is not possible without learning.
Psychologists give different definitions for
learning.
 Definition of Learning
 However, a general definition can be that “learning is relatively a
permanent change in behaviour brought about by experience.”

 In other words, as we learn we change the way we perceive our

environment, the way we interpret incoming stimuli, and the
way we interact or behave.

 Psychologists propose different kinds of learning such as classical

conditioning, operant conditioning, and social learning which
includes latent learning and observational learning.
bf.kSu (Learning)
wm bf.ksu ms<sn| l;d lrkúg iajNdúl yd iïND;sh (nature –
nurture) ms<sn| .eg¿j .ek is;d ne,sh hq;=fõ'

iajNdjfhkau ñksid jhig hEfïos Ôú;h ms<sn| úúO foa

bf.k .kS' ñksia meje;au i|yd bf.kSu w;HdjYH fõ'

ufkdaúoHd{hska bf.kSu ms<sn| úúO ks¾jpk bÈßm;a lr

;sfí'
 ufkdaúoHd{hka bf.kSu ms<sn| úúO ks¾jpk
fohs' flfia jqj;a fmdÿ ks¾jpkhla f,i —bf.kSu
hkq idfmalaI jYfhka w;aoelSï ;=<ska
p¾hdjkaf.a we;sjk ia:sr fjki˜ jeo.;a fõ'
fjk;a jpkfhka lsjfyd;a wm bf.k.kakd úg wjg
mßirh olskd wdldrh fjkia fõ' wm W;af;ack w¾:
olajk wdldrh yd wm wka;¾ l%shd fyda p¾hdj
yiqrejk wdldrh bf.kSu úh yelsh'
ufkdaúoHd{hka iïNdjH ;;ajdfrdamKh (Classical
Conditioning), ls%hdldrS ;;ajdfrdamKh (Operant
Conditioning), iy wdkqYhsl bf.kqu (Latent Learning) iy
ksrSlaIK bf.kqfuka (Observational Learning) iukaú;
iudc bf.kqu (Social Learning) hkdoS úúO bf.kSï j¾.
bosrsm;a lrhs'
 Classical Conditioning
 Ivan Pavlov, a Russian psychologist, proposed the theory of classical
conditioning/Associative learning.

 Classical conditioning is a type of learning in which a neutral stimulus

creates a response after it is paired with a stimulus that naturally
creates that response.

 A neutral stimulus is a stimulus that before conditioning, does not

naturally bring about the response of interest.

 In his experience, the bell is called the neutral stimulus because as a

stimulus, before conditioning, does not naturally bring about the
response (Feldman, 2002: 167).
 Classical Conditioning
 Before conditioning there are two unrelated stimuli: the ringing
of a bell and meat.
 Before he presented the dog with meat he rang a bell.
 This pairing occurred repeatedly and the time between
presenting the meat and ringing the bell was carefully planned.
 At first the dog would salivate when the dog was presented with
meat.
 However, soon it began to salivate for the sound of the bell.
 Pavlov stopped presenting the meat, but the dog still salivated
after hearing the sound. Therefore, he concluded that the
response (salivation) is learned or conditioned.
 Summary
 Unconditioned and conditioned stimuli and
response in classical conditioning are:
 Unconditioned stimuli: presentation of food
 Unconditioned response: when the food is
presented, the dog salivates
 Conditioned stimuli: ringing the bell
 Conditioned response: when the bell is rung
the dog salivates
iïNdjH ;;ajdfrdamKh (Classical
Conditioning)
reishdkq ufkdaúoHd{hl= jQ Ivan Pavlov iïNdjH
;;ajdfrdamK (Classical Conditioning) kHdh bosrsm;a
lf<ah' iïNdjH ;;ajdfrdamKh hkq WodiSk
W;af;aclhla (neutral stimulus), iajNdúlju hï
m%;spdrhla f.k tk W;af;aclhla iuÕ tla ùfuka
tu m%;spdrhu f.k fok bf.kSï wdldrhls
WodiSk W;af;ack hkq ;;a;ajdfrdamKhla we;sùug
fmr iajNdjfhkau m%;spdr fkdolajk
W;af;ackhls'
meõf,da f.a iïmÍlaIKhg wkqj WodiSk W;af;ackh
jkafka iSkqjhs' t ukao tu W;af;ackh
;;a;ajdfrdamKhg fmr iajNdúlju lsisÿ
m%;spdrhla fmkakqï fkdlrk ksidh (Feldman, 2002:
167).
 ;;a;ajdfrdamKhg fmr wiïnkaê; W;af;ack
folla we;' tkï iSkqj kdo lsÍu yd uia
lene,a,'
meõf,da uia lene,a, n,a,dg Èug
m%:ufhka iSkqj kdo lrhs'
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;;ajdfrdams; fkdjk iy
;;ajdfrdams; W;af;acl iy m%;spdr
jkafka"
 ;;ajdfrdams; fkdjk W;af;acl -
wdydr ,nd oSu'
 ;;ajdfrdams; fkdjk m%;spdr -
wdydr ,nd fok úg n,a,d fl<
ye,Su'
 ;;ajdfrdams; W;af;acl - iSkqj
kdo lsrSu'
 ;;ajdfrdams; m%;spdr - iSkqj
Operant Conditioning
Another type of learning similar to classical
conditioning is operant conditioning which by B. F.
Skinner.
This theory states that there is a relationship
between the organism and the environment.
In other words this theory explains how an
organism operates in a particular environment.
 ls%hdldrS ;;ajdfrdamKh (Operant
Conditioning)
iïNdjH ;;ajdfrdamKhg b;d iudk ;j;a bf.kSï wdldrhls B. F. Skinner jsiska
bosrsm;a lrk ,o ls%hdldrS ;;ajdfrdamKh. fuu kHdhfhka lshfjkafka cSjshl=
iy mrsirh w;r iïnkaO;djla we;s njhs.
Operant Conditioning -
Experiment
A cat was placed in a box with only one way out.
At the beginning the cat would wander around the
box exploring the environment in a relatively
random fashion.
At some point by chance the cat manages to get
out of the box.
At first, the cat does not know how to get out but
soon it learns how to get out of the box.
The freedom from the box reinforces the
learning of the cat in its attempt it finds
the way to get out.
The more it is placed in the box the
quicker the cat escapes from the box.
The cat has learned how to get freedom
from the box through natural
consequences.
Neutral operants: responses from the environment that
neither increase nor decrease the probability of a behavior
being repeated.

• Reinforcers: Responses from the environment that increase

the probability of a behavior being repeated. Reinforcers can
be either positive or negative.

• Punishers: Response from the environment that decrease

the likelihood of a behavior being repeated. Punishment
weakens behavior.
Operant Conditioning in the Classroom
Behavior modification therapy is much used in clinical and
educational psychology, particularly with people with learning
difficulties. In the conventional learning situation it applies largely
to issues of class- and student management, rather than to learning
content. It is very relevant to shaping skill performance.
A simple way of giving positive reinforcement in behavior
modification is in providing compliments, approval,
encouragement, and affirmation; a ratio of five compliments for
every one complaint is generally seen as being the most effective in
altering behavior in a desired manner.
Social Learning
People learn by observing the actions of
others.
Also individuals learn by observing the
events occurring around them.
This is also called vicarious conditioning
or observational learning.
Social Learning
Small children, for example, observe the behaviour
patterns of adults and they learn them and imitate
them.
Scholars point out that social learning is a distinct
kind of learning.
The Model is a key concept in social learning.
In the social learning theory, anyone who
demonstrates a behaviour that others observe, is
termed as a model.
iudc bf.kqu (Social Learning)
usksiqka wka whf.a ls%hdjka ksrSlaIKh lsrSfuka bf.k .kakjd. tfukau
mqoa.,hka ;uka wjg isÿjk isÿjSï ksrSlaIKh lsrSfukao bf.k .kakjd.
wdo¾Ylh (model) iudc bf.kqfï m%Odku ixl,amhls. iudc bf.kqï
kHdhfhaoS wka wh ksrSlaIKh lrk wdldrfha yeisrSï fmkakqï lrk ´kEu
flfkla wdo¾Ylhla (model) f,i ye|skafjhs.
 Social Learning
Observation and imitation are also significant in
social learning.
People observe and imitate the behaviour of
others.
Even though learning takes place by observing
other’s behaviour, reinforcement is an
important supplement in social learning.
 Albert Bandura’s Experiments
Bandura who studied reinforcement conducted an experiment in 1965.
On one occasion he showed a group of students that a model was
rewarded with juice and candy for being aggressive.
On another occasion a different group of children watched the same model
scolded for being aggressive.

At the end of the experiment he found that the model’s behaviour was
important in determining the children’s behaviour.
The children who watched the model being rewarded with juice and candy
for being aggressive became more aggressive. The children who watched
the model scolded for being aggressive rarely imitated the behaviour.

This experiment indicates that reinforcement is important for social

learning.
The main tenets of Bandura’s theory are that:
•people learn by observing others
•the same set of stimuli may provoke different responses from different people, or from
the same people at different times
•the world and a person’s behaviour are interlinked
•personality is an interaction between three factors: the environment, behaviour, and a
person’s psychological processes.
Cognitive Learning
Not all kinds of learning take place owing to classical and
operant conditioning.

Some kinds of learning involve higher-order processes in

which people’s thoughts and memories and the way they
process information account for their responses.

This view focuses on the unseen mental processes that

occurs during learning rather than concentrating on
external stimuli, response and reinforcement.
 Cognitive Learning
Psychologists who support the cognitive approach argue that people learn through
their thought processes and cognitions.

They stated that it does not suffice to argue that learning takes place particularly in
humans in terms of stimulus-response associations.

They suggest that the learner forms a cognitive structure in the memory which stores
and organizes information about the various events that occur in a learning situation
(Hilgard, et al., 1975).

For example, consider people who learn to play a particular musical instrument. They
learn through cognition. They learn how to hold the instrument and the different
functions of the particular instrument. They learn slowly by practicing and making
errors.
In brief Cognitive learning can be defined as
the process by which one acquires
knowledge or skill in cognitive processes.
Cognitive processes include reasoning,
abstract thinking, decision making, problem
solving etc. In cognitive learning, the
individual learns by watching, reading or
experiencing some stimuli. This information
is processed by the brain and later recalled.