Describe the concept of learning
Before I can describe the concept of learning and before one can understand the concept of learning we must define learning first. According to Terry learning is “defined as a permanent change in one’s behavior or in one’s behavioral repertoire that occurs as a result of experience.” Before I continue with providing the concepts of learning we must understand fully of why we study the concept of learning. In psychology there are at least eight diverse phenomena of learning. Here are just a few of those eight diverse learning:
“Learning involves events as diverse as the acquisition of an isolated muscle twitch a prejudice, a symbolic concept or a neurotic system.”
“Learning deals with the behavior of the average subject and with individual differences among people.”
“Learning is concerned with the original acquisition of a response or knowledge with its later disappearance (extinction) its retention over time (memory) and its possible value in the acquisition of new response (transfer of training)
As I stated, learning can determine one’s behavior studying the eight diverse phenomena will provide more insight to a person learning ability and behavior.
Distinguish between learning and performance.
One may not realize that learning and performance do go hand-in-hand. Learning is receiving knowledge and experience, performance is putting the learning and knowledge to use. As I stated earlier, learning is a permanent change in behavior that occurs as a result of experience, but there are several factors that influence performance such as: Motivation, stimulus intensity, effort, and intertribal intervals. To understand better let me provide insight of factors which influence performance.
Motivation-variations of levels: low, middle, high. Basically how much do you want this item or material? Does one want the material on a low level scale (meaning interested but not completely interested. Does one want the material on a medium level scale (meaning yes I want it but waiting for it to fall in my lap. Last, do you want this particular material that you will work as hard as you can by, do you [second person] want it more than the other person or do you [second person] want it all. What is the motivation level that you have for this particular item?
[Writing suggestion: Unless in a quote or a title, avoid rhetorical questions in academic writing. A good idea is to provide answers, not questions] Stimulus intensity-What will you get out of this item, nothing or something-considered response.
Effort-similar to motivation, how much effort wills you put into the response.
Intertrial intervals-to many trials can result in a decrease in performance such as boredom or fatigue.
For instance, take soccer-especially the world cup-when they are playing day after day after day. In the beginning [Insert comma after this introductory word (or phrase)] (young age) you have to learn the in’s [Contractions are inappropriate in academic writing--write it out] and out’s [Apostrophe: remove if the word is not possessive] of the game, how to be a goalie, when to score, how to score and [in academic writing, place a comma before the final conjunction (and)--if this is part of a series] how to communicate with your team members. As you get older the experience and they [Place comma before this word if this is the end of the...