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Cognition

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wvqmdvq iuzmQrAK lsrSug bosrsm;a jQy’ ta
wkqj prAhdjdoSka m%ldY l<
wdfrdamKfhaoS (Conditioning) i;H jYfhkau
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olajk njhs’
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wruqKq .%yKh lsrSu yd ixcdkk ixjsOdkh
ms<sn| b;d .eUqrska idlpzPd l<y’
m%cdkkh (Cognition) hkq f,dalh wjfndaOlr
.ekSu” f;dr;=re ilia lsrSu” jsksYaphka
lsrSu” ;SrK .ekSu yd wka whg oekqu
ikaksfjzokh lsrSu hkdoS by< .Kfha udkisl ls
%hdoduhhs’ (Feldman, 1996 p. 225). is;Su”
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lruska m%cdkk bf.kquz kHdh f.dvke.ZSh’
ixlSrAK udkj prAhdj f;areuz .ekSug kuz
i;ajhdf.a wruqK(Purposes) f;areuz .ekSu jeo.;a
nj Tyq wjOdrKh lf<ah’ jsfYaIfhkau usksidf.a
prAhdj wruqKq b,lal fldg we;a;ls’ (Purposive
Behavior) th ls%hd;aul jkqfha m%cdkkh
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is\qflfrA’ ta u.Zska wMZ;a oekSuz prAhd”
w;aoelSuz we;sfjhs’ fyj;a bf.k.kshs’ fuu
ixisoaOsh Wf;acl - m%cdkk - m%;spdr (S-C-
R) hkqfjka fmkajd osh yel’

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