Psychological Bases of the Learning Process Essay

I. IntroductionThe nature of the discipline attend to has been canvas by psychologists and physiologists. M either experiments switch been performed and the literature on the subject is voluminous. There has been continual progress in exploring what is non known about eruditeness. Each year sees new discoveries hew hypotheses. Some proposed hypotheses were proven defame and some older discoveries were made eligible for major modification. Subjecting individuals and classes to scientific measurements has lifted certain phases of cultivation from the realm of speculation to the realm of science. At present, there is no comprehensive possibility concerning all aspects of encyclopaedism. There is bulky disagreement about the language to be used in describing learning. Different writers hold conflicting positions on the degree of specificity of generality appropriate in talking about learning (Baxter Magolda, 2000).The science of psychology is of importation for the light that it throws upon the nature of the learning do work and upon the conditions most favourable to learning. Many other sciences have contributed a great deal to an misgiving of the nature of the learning process and to the principal issues involved in the reading of boys and girls. For example, sociology, physiology, biology, and biochemistry have added much to the improvement of educational procedures. In order to understand the teaching process, the students or the instructor must first know something about the learning process concerns the instructor no less than the pupils. Although the teacher cannot do the actual learning for the pupil, he can facilitate learning through effective teaching. caterful teaching and learning demand mutual understanding between teacher and student.It is imperative, therefore, that the nature of the learning process be clearly understood by the teachers so that the instructional activities may proceed in union with the basic factors of normal learning. It is app arnt that of the teachers do not know how learning takes place they will not be able to accomplish in directing and guiding the learning activities of the pupils (Woodworth, 2004). They should know not besides how learning takes place, but also how activities of the pupils are fitly and effectively directed to bring about the want growth and education of the pupils.Thesis Statement This study intends to (1) develop the ability to understand the pith 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 contrary factors which affect learning and (4) develop an understanding of the psychological principles of learning.II. DiscussionA. Learning from different point of suckAs in other areas of science there are, in the field of learning, different theories which attempt to justify its basic processes. Both in method and conclusion these theories have d iffered greatly, for they have sharply focused attendance on only certain aspects of the total learning process. As a consequence, the behaviour which various experimenters and teachers have observed has been different. These various experimental studies have led to several ways of looking at the process of learning. Each has attempted to derive basic principles. At present time, however, it would be unwise for a teacher to adopt any atomic number 53 method as the way. Dealing with complex human learning demands that peerless give attention to all aspects of learning process (Gates, 2003).A fundamental aspect of the present liking of learning is its meaning. The meaning of the learning process, explained from different point of arrests, is given as follows.1. Learning from the point of view of the Mind Theory This guess of the Faculty psychology was formulated by Christian Wolff in 1731. This precept held that the mind has mental powers or faculties, much(prenominal) as memo ry, reason, judgment, attention, will observation, and the like, each of which functions as a stop entity that can be improved through recital or use. For example, faculty psychologists believed that the strengthening of memory could be achieved through the memorization of long and difficult passages. Such exercise was assumed to develop in the learner the power to remember well whatever material by which he later might be stimulated. According to the mind conjecture, all learning is training of the mind and developing the powers of its faculties. The believers of this theory assume that exercise of these powers in one area of content makes one more competent in the use of these resembling powers with other materials (Stephens, 2001).2. Learning from the viewpoint of Connectionists Theory This theory refers to the famous stimulus-response or S-R bond theory advanced by Thorndike. This point of view is found on the concepts that bonds or comm unitys between situations and respo nses. The basis of learning is association between sense impression and impulses to action. This point of view, learning occurs through a change in the connection between a particular stimulus and a response, thus this theory regards a connection as the key to the understanding of the learning process. To the connectionists, the stimulus-response (S-R) explanation of learning covers all types 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 (Woodworth, 2004).3. Learning from the viewpoint of BehaviourismLearning from the Behaviourists point of view, refers to the building up of well-read reflexivees or habit formation resulting from conditioning. According to Watson, conditioned reflex is central to learning as the unit out of which habits are formed. Watson used Pavlovs experiments as the epitome of learning and made of the condition reflex as the unit of habit, and built his system on that foundation (Woodworth, 2004).4. Learning from the viewpoint of the Gestaltists Gestalt mean pattern, shape, form, or configuration. It implies that a set of stimulating circumstances takes place according to the relative time value of various stimuli reckoning at the same time. This point of view recognizes that the whole is more than the sum of its parts, 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 determined by the nature of the whole (Stephens, 2001).5. 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 above all, his ability to utilize the past experiences in meeting 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 program line of the subject-matter or change in behaviour. Both views are complementary and supplementary to each other (Stephens, 2001).B. The major(ip) Laws of LearningLearning, whether it be that of an animal or of a human being, goes on in accordance with the laws of life. receipts in teaching and learning can scarcely be made without a careful credit rating 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 verbalize as laws of learning. The laws of learning are attempts to state the more fundamental conditions favourable to the learning process. There is expect for laws whether it be in a certain fields of knowledge, a particular course of study, or in the learning process itself. They are designed to make learning a continu ous 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).C. Factors which may affect the Learning branchIt has been found out that the pupils difficulty in learning may be out-of-pocket to many factors within the child himself. Some of the important factors which may affect the learning process are as follows1. Intellectual factorThe term refers to the individual mental level. Success in inculcate is mostly closely related to the level of the intellect. Pupils with low intelligence often encounter serious difficulty in mastering schoolwork. Sometimes pupils do not learn because of special intellectual disabilities. A low account in one subject and his scores in other subjects indicate the possible presence of a special defici ency. Psychology reveals to us that an individual possesses different kind of intelligence. Knowledge of the nature of the pupils intellect is of hefty value in the guidance and the diagnosis of disability (Lashley, 2004).2. Learning factors Factors owing to lack of mastery of what has been taught, imperfect 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 check up on the tip to which the student is mastering what is being taught, the student accumulates a number of deficiencies that interfere with advantageful progress (Lashley, 2004).3. sensual factors Under this group are included such factors such as health, visible development, nutrition, visual and sensible defects, and glandular abnormality. It is generally recognized that ill health retards physical and motor development, and malnutrition interfere with learning and physical growth. Childre n suffering from visual, auditory, and other physical defects are seriously handicapped in developing skills such as reading and spelling (Lashley, 2004).4. Mental factors Attitude falls under mental factors. Attitudes are made up of organic and kinaesthetic elements. They are not to be confused with emotions that are characterized by internal splanchnic disturbance. Attitudes are more or less of definite sort. They play a large part in the mental organization and general behaviour of the individual. Attitudes are also important in the development of personality. 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).5. Emotional and social factors Personal factors, such as instincts and emotions, and social factors, such as cooperation and rivalry, are today 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 rehabilitative and others are harmful. For some reason a student may have developed a loathe for some subject because he may fail to see its value, or may lack foundation. This disfavor results in a bad emotional state (Lashley, 2004).6. Teachers Personality The teacher as an individual personality is an important element in the learning environment 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 routine duties, but in his power to lead and to inspire his learners through the influence of his moral personality and example (Lashley, 2004).7. Environmental factor strong- arm conditions need for learning is under environmental factor. One of the factors that affect the efficiency 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 adequate 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).D. Psychological Principles of LearningTo 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 by-line general principles of learning are presented for guidance in teaching1. Learning is considered as the acquisition of knowledge, habits, skills, abilities, and attitudes through the interactio n of the whole individual and his total environment (Guthrie, 2002).2. Learning is meaningful if it is organized in such a way as to emphasize and call for understanding, insight, initiative, and cooperation. When the learner is capable of gaining insight or understanding into the learning situation, then and only then will learning take place (Guthrie, 2002).3. Learning is facilitated by motives or drives. Needs, interests, and objects 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).IV. ConclusionAs a conclusion, learning is often confused with maturation or physical growth. It is obvious 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 last twenty-five years. On ce it seemed sufficient for the educational psychologist to formulate a set of principles of learning around fairly 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 expound his understanding of learning with consequent important implication for teaching.