'Psychological Bases of the Learning Process Essay\r'

'I. Introduction\r\nThe temper of the k with bulge out delayledge mathematical operation has been studied by psychologists and physiologists. several(prenominal)(prenominal) experiments c all for been performed and the literature on the upshot is voluminous. in that respect has been continual progress in exploring what is not cognize close to skill. Each year sees new discoveries hew hypotheses. more or less proposed hypotheses were proven wrong and some ripened discoveries were do eligible for major modification. Subjecting individuals and classes to scientific measurements has move certain phases of acquirement from the ground of speculation to the realm of science. At present, there is no comprehensive opening concerning all aspects of t severallying. There is consider able disagreement about the language to be used in describing acquisition. contrastive writers h senior conflicting positions on the degree of specificity of stimulus generalisation appropriat e in talking about tuition (Baxter Magolda, 2000).\r\nThe science of psychology is of significance for the light that it throws upon the temper of the information performance and upon the conditions most aureate to study. m either an other(a)(prenominal) other sciences give up contri simplyed a great distinguish to an controling of the nature of the encyclopedism process and to the heading issues involved in the education of boys and girls. For practice session, sociology, physiology, biology, and biochemistry have added ofttimes to the improvement of educational procedures. In order to generalise the instruction process, the students or the instructor moldiness foremost know something about the indoctrinateing process concerns the teacher no less than the pupils. Although the teacher cannot do the literal acquisition for the pupil, he can facilitate larn with effective article of faith. Effective teaching and culture demand mutual understanding betwixt te acher and learner.\r\nIt is imperative, therefore, that the nature of the encyclopedism process be all the government agency understood by the teachers so that the instructional activities whitethorn proceed in accordance with the basic featureors of design learning. It is appargonnt that of the teachers do not know how learning yields place they will not be able to accomplish in directing and guiding the learning activities of the pupils (Woodworth, 2004). They should know not yet how learning takes place, but also how activities of the pupils be sufficiently and effectively say to bring about the desired outgrowth and emergence of the pupils.\r\nThesis Statement: This study intends to: (1) draw the major power to understand the meaning of the learning process; (2) develop the ability to understand the major laws if learning and their application to teaching; (3) to acquaint the students with the diverse factors which chance on learning and: (4) develop an under standing of the psychological principles of learning.\r\nII. Discussion\r\nA. development from different site of opinion\r\nAs in other atomic number 18as of science there are, in the plain stitch of learning, various theories which attempt to explain its basic processes. some(prenominal) in method and conclusion these theories have differed greatly, for they have sharply focused help on notwithstanding certain aspects of the total learning process. As a consequence, the conduct which various experimenters and teachers have observed has been different. These various experi noetic studies have led to several ways of looking at the process of learning. Each has attempt to derive basic principles. At present time, however, it would be unwise for a teacher to adopt any hotshot method as the way. Dealing with composite plant human learning demands that virtuoso give attention to all aspects of learning process (Gates, 2003).\r\nA funda mental frequency aspect of the present conception of learning is its meaning. The meaning of the learning process, explained from different point of visualises, is given as follows.\r\n1. culture from the point of view of the Mind supposition†This theory of the Faculty psychology was counterfeitd by Christian Wolff in 1731. This doctrine held that the theme has mental powers or faculties, such(prenominal) as memory, reason, judgment, attention, will observation, and the like, each of which functions as a separate entity that can be improved through exercise or use. For example, power psychologists believed that the streng accordinglying of memory could be achieved through the memorization of long and difficult passages. Such exercise was pretended to develop in the learner the power to return well whatever material by which he later might be stimulated. According to the mind theory, all learning is training of the mind and create the powers of its faculties. The believers of this theory as adde that exer cise of these powers in one area of content makes one to a greater extent(prenominal) sufficient in the use of these same powers with other materials (Stephens, 2001).\r\n2. acquisition from the standpoint of Connectionist’s Theory†This theory refers to the known stimulus-response or S-R bond theory advanced by Thorndike. This point of view is based on the concepts that bonds or connections surrounded by situations and responses. The basis of learning is association between sense impression and impulses to action. This point of view, learning occurs through a substitute in the connection between a picky stimulus and a response, consequently this theory regards a connection as the call to the understanding of the learning process. To the connectionists, the stimulus-response (S-R) explanation of learning covers all attributes of learning. This point of view is based on the old synaptic resistance theory. The S-R bond theory is now known as S-O-R theory (Woodwo rth, 2004).\r\n3. acquirement from the viewpoint of Behaviourism†acquirement from the Behaviourist’s point of view, refers to the building up of conditioned reflexes or habiliments formation resulting from conditioning. According to Watson, conditioned reflex is rudimentary to learning as the unit out of which habits are formed. Watson used Pavlov’s experiments as the epitome of learning and made of the condition reflex as the unit of habit, and built his system on that representation (Woodworth, 2004).\r\n4. scholarship from the viewpoint of the Gestaltists†Gestalt mean pattern, shape, form, or configuration. It implies that a do of stimulating circumstances takes place according to the sexual intercourse value of various stimuli acting at the same time. This point of view selects that the all is much than the sum of its partitions, or that the whole gets its meaning from the parts. It can be seen that the parts can be understood only in relation to one another and that this relationship is inflexible by the nature of the whole (Stephens, 2001).\r\n5. Learning from the viewpoint of the Progressivists†The concept of learning from the progressivists’ point of view is in conformity with the integrative point of view which is based on Gestalt theory of learning. Both recognize the importance of the learner in the learning process, his interests, his attitudes, and in a higher place all, his ability to utilize the past experiences in opposition new situations. Both believe that there is no substitute for experience in the process. Likewise, learning is conceived by both in terms of total growth of the child rather than the mastery of the subject-matter or change in behaviour. Both views are complementary and supplemental to each other (Stephens, 2001).\r\nB. The Major Laws of Learning\r\nLearning, whether it be that of an animal or of a human being, goes on in accordance with the laws of life. Improvement in teac hing and learning can scarcely be made without a careful recognition of laws and principles upon which to base any valuable structure for the betterment of the learners. The results of experiments on learning have been generalized and stated as laws of learning. The laws of learning are attempts to state the more fundamental conditions favourable to the learning process. There is need for laws whether it be in a certain fields of association, a particular course of study, or in the learning process itself. They are designed to make learning a continuous process of development when properly handled and controlled. The more the teacher understands the laws and conditions of learning, the more fully he brings his knowledge into relationship with the situation in the classroom, and the better and more effective his instruction is likely to become (Kohler, 2005).\r\nC. Factors which may disturb the Learning Process\r\nIt has been found out that the pupil’s difficulty in learnin g may be due to many factors indoors the child himself. Some of the significant factors which may affect the learning process are as follows:\r\n1. sharp factorâ€The term refers to the individual mental level. mastery in civilize is primarily most colligate to the level of the intellect. Pupils with low intelligence frequently meet serious difficulty in know schoolwork. sometimes pupils do not learn because of special talented disabilities. A low score in one subject and his scores in other subjects shew the possible presence of a special deficiency. psychology reveals to us that an individual possesses different kind of intelligence. noesis of the nature of the pupils’ intellect is of considerable value in the guidance and the diagnosis of disability (Lashley, 2004).\r\n2. Learning factors†Factors owe to lack of mastery of what has been taught, faulty methods of work or study, and narrowness of experimental background may affect the learning process of any student. If the good school proceeds to rapidly and does not constantly oppose up on the extent to which the student is mastering what is being taught, the student accumulates a number of deficiencies that interpose with successful progress (Lashley, 2004).\r\n3. Physical factors†Under this chemical group are included such factors such as health, physical development, nutrition, visual and physical defects, and glandular abnormality. It is generally recognized that ill health retards physical and force back development, and malnutrition interfere with learning and physical growth. Children suffering from visual, auditory, and other physical defects are seriously handicapped in developing skills such as reading and spell out (Lashley, 2004).\r\n4. Mental factors†Attitude falls under mental factors. Attitudes are made up of organic and kinesthetic elements. They are not to be confused with emotions that are characterized by internal visceral disturbance. Attitudes are more or less of definite sort. They play a large part in the mental organisation and general behaviour of the individual. Attitudes are also important in the development of constitution. Among these attitudes are interest, cheerfulness, affection, prejudice, openmindedness, and loyalty. Attitudes exercise a stimulating effect upon the rate of learning and teaching and upon the progress in school (Lashley, 2004).\r\n5. Emotional and well-disposed factors†Personal factors, such as instincts and emotions, and social factors, such as cooperation and rivalry, are directly related to a complex psychology of motivation. It is a recognized fact that the various responses of the individual to various kinds of stimuli are determined by a wide variety of tendencies. Some of these innate tendencies are constructive and others are harmful. For some reason a student may have developed a dislike for some subject because he may fail to see its value, or may lack foundation. This dislik e results in a bad emotional state (Lashley, 2004).\r\n6. Teacher’s Personality†The teacher as an individual personality is an important element in the learning purlieu or in the failures and success of the learner. The way in which his personality interacts with the personalities of the pupils being taught helps to determine the kind of behaviour which emerges from the learning situation. The supreme value of a teacher is not in the regular performance of casual duties, but in his power to lead and to propel his learners through the influence of his moral personality and example (Lashley, 2004).\r\n7. Environmental factor†Physical conditions need for learning is under environmental factor. One of the factors that affect the susceptibility of learning is the condition in which learning takes place. This includes the classroom, textbooks, equipment, school supplies, and other instructional materials. In the school and at the home, the conditions for learning must be favourable and equal to(predicate) if teaching is to produce the desired results. It cannot be denied that the type and quality of instructional materials and equipment play an important part in the instructional efficiency of the school (Lashley, 2004).\r\nD. mental Principles of Learning\r\nTo teach effectively, the teacher must understand the basic principles of learning. Based on the different concepts of the learning process and the laws that govern them, the following general principles of learning are presented for guidance in teaching:\r\n1. Learning is considered as the acquisition of knowledge, habits, skills, abilities, and attitudes through the interaction of the whole individual and his total environment (Guthrie, 2002).\r\n2. Learning is important if it is organized in such a way as to emphasize and call for understanding, insight, initiative, and cooperation. When the learner is confident of gaining insight or understanding into the learning situation, then an d only then will learning take place (Guthrie, 2002).\r\n3. Learning is facilitated by motives or drives. Needs, interests, and goals are fundamental to the learning process. If the individual has to learn, he must have some goal to be accomplished. Learning is best when the learner knows and understands his motive in learning (Guthrie, 2002).\r\nIV. Conclusion\r\nAs a conclusion, learning is often confused with maturation or physical growth. It is provable that some of the ways in which man becomes different are tied up very closely with his physical growth. Our knowledge concerning learning and the teaching process has thus undergone profound development in the goal twenty-five years. Once it seemed sufficient for the educational psychologist to formulate a set of principles of learning around clean simple concepts of exercise and effect. The teacher applied these principles through the techniques of drill, reward and punishment. But with the development of theory and research , the psychologist has found it necessary to expand and to refine his understanding of learning with consequent important implication for teaching.\r\n'