LEARNING

Learning is a relatively permanent change in behaviour or behaviour potential produced

by experience (Feldman, 1999). Kimble (1961) defined learning as a relatively
permanent change in behavioural tendency as a result of reinforced practice trials.
These two definitions share three important features. First, learning brings about a
relatively permanent change. Second, this change is noticed in behaviour or behaviour
potential. Third, learning is produced by experience. Kimble (1961), in addition,
emphasizes reinforced practice' as an essential component of learning. Let us examine
each of these features.
1. A Relatively Permanent Change
To qualify as a learned behaviour, the change must be relatively permanent. Temporary
changes in behaviour cannot be called learning. Reflexive behaviours (for example, an
eye blink, a knee jerk) produced by stimulating the nervous system are temporary and
therefore, cannot be called as learned behaviours. Temporary changes in behaviour as
a result of drinking alcohol, or taking drugs, or being fatigued are not called learning.
Upon entering a cinema hall, you will find it difficult to immediately locate seats and the
known faces. After about five minutes, you would easily locate seats and people as you
adapt to the light condition. Such a change in behaviour is only temporary and is
attributed to adaptation, not learning. Learned changes, however, may not last forever;
we forget many of the learned behaviours. The critical aspect is that learning always
involves memory for what has been learned, so that on subsequent occasion we can
recall or do what we learned before.
2. A Change in Behaviour or Behaviour Potential
Learning is not observed directly, but is inferred from changes in observable behaviour.
The observed behaviour is performance. Performance provides an index for learning.
But all learning may not always be translated into performance. In other words,
performance may not always show everything that has been learned. The term
‘behaviour potential’ is very critical to distinguish learning from performance.
Learning may affect your potential for behaving in a particular way in future, if needed.
For example, an inspiring lecture may increase your understanding of the History. This
understanding is hidden in you in the form of a potentiality. The potentiality will manifest
as performance while writing answers in the examination. Until the examination is held,
learning is stored as a potentiality for future performance.
3. A Process Produced by Experience:
Learning can take place only through experience. Experience includes taking in
information and making responses that affect the environment. Kimble's (1961) concept
of practice is related to experience. Without practice arid experience, the behaviour
would not qualify as being learned. A change in behaviour as a result of illness, or old
age or maturation does not include practice or experience. Hence, such changes cannot
be attributed to learning.
Some lasting changes in behaviour require a combination of experience and
maturational readiness. For a child, to be able to crawl, stand, walk and run follows a
specific timetable. No amount of training or experience would produce these behaviours
before the child has matured. Thus by including the component of 'practice and
experience', learning is distinguished from behavioural changes effected by maturation.
Thus, learning can be said to have taken place, when the three conditions listed above
are met. It is not, however, always obvious to the person or the observer that these
conditions are present. Learning of a very complex and broad nature, such as loving
one's country, or respecting a value system, is very difficult to measure. But such
learning has the three components discussed above.
4. The Concept of Reinforcement
Kimble's definition has an added feature: the concept of reinforcement. For
behaviourists, reinforcement is essential for learning. Whether or not reinforcement is
important for learning has taken the shape of a major debate among psychologists.

*Additional notes appended by BS200 Course Lecturer (10/8/2019)

TEACHING

Teaching may be regarded as:

(i) “creating contexts that make learning possible” (Prosser & Trigwell, 1999)
(ii) “transmission…transaction…transformation” (Miller, 1996)
(iii) “shaping or modifying behavior so as to bridge the gap between what a student
knows and what he or she needs to know in order to bring about learning or new
behavior” (Calhoun, 1995)

Additional Definitions of LEARNING

Learning may be defined as:

(i) “any relatively permanent change in behavior, knowledge, and thinking skills, which
comes about through experience”. (Lahey, 2004)
(ii) “acquisition of new behavior or strengthening or weakening of old behavior as a
result of experience”. (Smith, 1962)
(iii) “modification in behavior to meet environmental requirements” (Murphy, 1968)
(iv) “acquisition of habits, knowledge and attitudes” (Crow and Crow, 1973)
(v) “a change in an individual caused by experience and not by reflex” (Slavin, 2012;
Schunk, 2004)