Maze Learning

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MAZE LEARNING

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MAZE LEARNING Ana Iqbal Mirajkar Bahria University BS-04

MAZE LEARNING

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Abstract This experiment was conducted to uncover the underlying principles of transfer of training in maze learning. The aim was to see if transfer of training facilitated maze learning. It was assumed that practice of one maze would assist the chances of transfer in another and that participants who had prior knowledge of mazes would perform better. A sample of 56 students was chosen conveniently from Bahria University. All participants performed the same experiment on maze A and B, which is they traced a maze twice with the experimenter’s help, had a break of ten seconds and then had five minutes to find the goal. The results were analyzed using percentages. The findings of the results indicated that practice of one maze assists transfer of training on the other and that participants with prior knowledge had more successful trials than the ones who did not. Thus, both hypotheses were proved. Key words: maze, learning, memory, cognitive mapping

MAZE LEARNING Learning is a relatively permanent change in behavior brought about by experience (Feldman, 2009). Peter Gray, a psychologist, defines learning as any process through which experience at

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one time can alter an individual's behavior at a future time. Hence learning can be anything that brings about a change in one’s behaviour, or another definition common to all theories of psychology would describe simply a stimulus that generates a response(S-R) (Herbert Terrace). Learning has been an important area of research in psychology; psychologists have done extensive research on how human beings acquire learning and what factors facilitate learning. One such experiment is done by Ivan Pavlov where he introduced the concept of classical conditioning and concluded that learning occurs gradually through pairing and association (Pavlov). Whereas a gestalt psychologist by the name of Wolfgang Kohler concluded that new behaviour is learned due to insight. According to Frederic Vestor there are four types of learning. The first being auditive learning which is learning by using the auditory channels that is using the ear to listen and mouth to speak. Second is visual learning that is learning using the eyes. Haptic learning is the third type of learning which occurs by touching and feeling and the fourth type is learning through the intellect. Training is the acquisition of knowledge, skills, and competencies as a result of the teaching of vocational or practical skills and knowledge that relate to specific useful competencies. Areas that use training extensively are job training such as worker endowment and physical training for sports. Transfer of training was originally defined as the extent to which learning of a response in one task or situation influences the response in another task or situation (Adams, 1987). While Thorndike and Woodworth (1901) predicted that transfer would occur as long as the aims, method, and approaches used for the learning task were similar to the transfer task. They found support for the generalization of responses when there was similarity in the stimuli and responses in the learning and transfer environment. Types of transfer of training are positive which means previous training facilitates new training such as learning to add numbers in math courses helps when one learns multiplication. Negative transfer occurs when previous training hinders new training, whereas zero transfer is when previous trainings have no effect on new ones. Wolfgang Kohler would say that learning occurs through sudden insight while Thorndike would contradict by saying that it happens gradually over a long period of time. Generally it is noted that learning is both intentional and unintentional and has no specific time requirements. That is

MAZE LEARNING one can learn in a day or can take months. Whereas training is usually intentional and there are...
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