AHSEC| CLASS 12| EDUCATION| CHAPTER - 4| LEARNING| SOLVED QUESTIONS FOR 5 MARK EACH| H.S. 2ND YEAR

LEARNING

Solved questions for 5 mark each:

1. Explain the nature of learning

Ans: The nature of learning can be identified by its characteristics which are briefly described below:

(i) Learning is a lifelong process. It starts with birth and continues throughout life.

(ii) It is a function of adjustment of the individual to his environment. Favourable conditions help in the process of such adjustment.

(iii) Learning depends on maturation which means physical and mental growth and development.

(iv) Not all learning is of the same type. There are qualitative differences between one type of learning and another.

(v) Learning depends on one's innate intelligence and other abilities as well. It is on the basis of inherited talent that one can learn a variety of activities and patterns of behaviour.

(vi) Learning is related to maturity. Unless there is necessary motivation, satisfactory learning is not possible.

(vii) Learning is also considered as an act of practice. Practice helps to discard awkward, rhythmic and unnecessary feedback and improves learning.

2. How is it possible to learn through trial and error? Explain with examples.

Ans: Trial and error method is a mechanical method of education which was developed by the famous educationist E.L. Thorndike. This method means that when an activity is tried repeatedly, the potential errors are reduced. A man can make many attempts and in the initial stage he will make many mistakes. But gradually in the process of testing the errors will be eliminated and a time will come when there will be no errors. Thus, learning is the establishment of a bond between stimulus and response and is a mechanical process involving blind trial and error.

Thorndike was interested in how animals learn. He placed a hungry cat inside a puzzle-box and placed a plate of fried fish outside the box and out of reach of the cat. The compartment door could only be opened by pulling the string from inside. The hungry cat tried to come out of the box, but she did not know what was the trick to get out of it. He tried to squeeze through the bars, clawed, bitten and ran here and there, bumping and bumping. Thus, after trying for a while, he pulled the string by mistake. The door was open and she finally got out of the box to reach for her plate of fish. In successive trials the cat was placed in the same position and it was found that the cat could come out of the box without losing much time. Thorndike conducted experiments on many other animals and his conclusion was that learning is nothing but trial and error.

The trial-and-error method applies to humans as well. It is common in children as well as adults. A child learning to walk, write, wear clothes make mistakes in the beginning, but succeeds in the end. An adult person facing a new problem makes efforts to adjust himself with the situation. When he makes errors in the early stages, no association is established between the stimulus and the response. When he succeeds after several attempts, a bond is established between the two and thus adjustment to the new situation takes place.

The trial-and-error method of learning can be described as a mechanical form of learning. It does not involve high mental or intellectual capacity of the learner. Therefore, in a classroom situation, the teacher should not use this type of learning.

3. Determine the didactic value of the trial-and-error method of learning.

Ans: Eminent psychologist and educationist Thorndike did extensive and thorough research on this method on both men and animals. Thorndike advocated that learning takes place through trial-and-error method. The soul of this method is repetition. In a situation a person commits errors. In this process of trying to solve the problem of adjustment to the situation, the number of errors gradually decreases. Eventually, through repeated attempts (testing), the error will be completely eliminated. Thus, learning takes place through trial and error. This means that learning happens by error. From errors one gains experience and knowledge which enables him to solve the problem. This method is also known as hit or miss method. Both children and adults learn with this method.

4. Explain the conditioned response theory of learning. Give examples of learning through conditioning. Exam paper - 2013

Ans: Conditioning means modification of the original or natural response. 'Learning by conditioning' refers to learning by replacing the original stimulus or by associating the original stimulus with a new stimulus through modification of the response. The child has a loving response to the dog. Once he has been bitten by a dog, he will not love it. i.e., he has changed or modified the response. He will learn that the dog is dangerous and that it is better not to love it.

The conditioned response theory was advocated by Ivan Pavlov, a Russian scientist. The theory states that learning is the result of conditioning of a basic or natural response to another stimulus. For example, the food stimulus affects the salivation response, the presence of a snake affects the fear response. When such a natural response to a stimulus is associated with another stimulus it can become conditioned. The natural response then transfers to a new stimulus which influences the learning of the new response. Such an abnormal response is technically called a conditioned response. Pavlov experimented with a hungry dog to elaborate his conditioned response theory. When he gave meat to the dog, his saliva started dripping. After some time, when the bell rang, he gave the meat to the dog. Dog. Again, salty which meant that the dog responded to the combined stimulation of the meat and the bell. This experiment was done many times. Eventually it was observed that the mere sound of the bell, even without the meat, was enough to make a dog salivate. This indicated that the original stimulus of the meat to salivate into the dog's mouth had been replaced by the stimulus of the sound of the bell. This means that the sound of the bell as a stimulus was conditioned with the dog's salivary discharge response.

The idea of conditioned response has great educational value. It influences the likes, dislikes and preferences of the students. Through conditioning of basic likes and dislikes new tastes, attitudes, aptitudes are formed among the students.

5. How does it relate to the conditioning theory of learning in the classroom situation?

Ans: Pavlov, J.B. Many scientists and behaviourists, such as Watson, believe that the theory of conditioning is based on the fundamental concept that learning is nothing but the association of a response to a stimulus. Therefore, learning by conditioning means that our learning is the result of conditioning our natural response to some other stimulus.

Pavlov conducted an interesting experiment with a dog and thus proved that salivation at the sight of food could be conditioned to the sound of a bell, a new response that has been described as a consequence of learning conditioning.

Educational implications of Pavlov's conditioned response theory: The principles of classroom conditioning can be used in the following areas of animal and human behavior:

(i) To develop good habits: The principles of classical conditioning can be used to inculcate good habits in children like cleanliness, respect for elders and punctuality etc.

(ii) Breaking of bad habits and elimination of conditioned fear. All learning is acquired in a social environment. Acquired learning can be deconditioned using the principles of classical conditioning. The principles of classical conditioning can be used to relieve anxiety and fear in maladjusted children.

(iii) Training of animals: Animal trainers have been using the principles of classical conditioning for a long time without much knowledge of the underlying mechanisms.

(iv) Application in Psychiatry: The principles of classical conditioning are used to elicit emotional fear in psychiatric patients.

(v) Developing Positive Attitudes: Classical conditioning can be used to develop favourable or unfavourable attitudes towards learning, teacher and school.

(vi) Teaching Alphabets: The principles of classical conditioning are used to teach alphabets and fundamentals of arithmetic using some concrete material.

6. Explain learning by insight. Describe an experiment done in this regard.

Ans: Learning by insight refers to the insightful method of learning. It is one of the advanced methods of learning. Insightful learning emphasizes the power of seeing the relationships between different parts of a situation. It means understanding the situation as a whole. Kohler was the main exponent of this method of learning.

As a Gestalt psychologist, he hypothesized that a person can find insightful solutions if he sees the situation as a whole. Kohler conducted experiments on the method of learning with apes as his subjects. In one experiment, he kept some monkeys in a closed room and some bananas were hanging from the ceiling. A wooden box was also placed inside the room, but not just below the bananas. The monkeys made several attempts to get the bananas but failed. But suddenly a monkey brought the wooden box under the banana. He jumped on the box and picked up the bananas. This idea of bringing the box under the banana suddenly came to the monkey like a flash of light. This phenomenon is known as learning by insight or hands-on learning.

Learning by insight method involves the following specific steps:

(i) To avoid the blind method of mechanical reputation.

(ii) Understanding the situation as a whole.

(iii) Combing lining and correlating parts.

(iv) Observing the parts that make up the whole.

(v) To use the emerging idea in solving the problem.

Class Room Application: Practical learning discourages the blind mechanical method of trial and error. Therefore, the applicability of this type of education is noteworthy for the teacher. The teacher should present only parts of the learning material to his/her students. It should be left to the students to connect and correlate the parts through the exercise of insight. The teacher should not solve every problem in the lesson without leaving room for the students to practice on their own. The teacher should only guide or direct the students and play an indirect role.

7. What is the importance of learning by insight in the field of soul education?

Ans: (i) It trains how to proceed in a planned manner to solve problems.

(ii) It makes the average self-sustaining and becomes the guide of one's action.

(iii) It improves their perception and power of organization of parts in solving problems.

(iv) Through this method the creative potential of the individual can get expression.

8. Discuss how the elementary laws of learning can be implemented in the classroom.

Ans: E.L. Thorndike outlines three major laws and five minor laws. Major laws are of great educational importance.

The laws are described below:

(i) Law of effect: This law states that “when a variable association is made between a stimulus and a response and is accompanied or followed by a satisfactory state of affairs, the strength of the connection increases; matters position, its strength has diminished."

The underlying principle of this law is that learning depends on the result or aftereffect. good results increase strength and bad results reduce it. If the result is satisfactory, the learner is motivated to repeat it.

The law has great educative value. A student's progress in learning follows this law of effect. Success or satisfaction results in more success. The teacher can implement this rule in the class room. On the basis of this law the teacher can use rewards and punishments in the schools. The teacher should see that the education which aims at developing good qualities in the children, is followed by satisfaction.

(ii) Law of Exercise: This law states that learning can be made permanent by repetition. learning is possible when there is activity repeated over and over again; When it is not repeated it is not learned. We learn from what we do and we don't learn from what we don't do. There are two parts to this law – the law of use and the law of non-use. The law of use states, "When a variable association is made between a condition and a response the strength of the association increases."

The law of disuse states, "When a modifiable connection is not made between a condition and a response the strength of the connection diminishes." Both these laws mean that the strength of the bond increases with exercise and decreases with its absence. They also mean that the learning experience can be made sustainable through repetition.

The Law of Exercise has great educative value and can be applied in the class room. Teachers should try to revise the lessons frequently in the class. The law is concerned with two factors, -intensity and innovation. The more intense the excitement, the deeper it goes. Similarly, what is learned recently is remembered better.

(iii) Law of readiness: The law of readiness states, “When a bond is ready to act, there is satisfaction in acting and annoyance in not acting. When a bond that is ready to act is not ready for, he is ready to act, annoyance occurs. Reason." The simplified meaning of the law is that if a learner is ready to learn, he learns quickly. If he is not ready to learn then it will take him a long time to learn. In short, effective learning requires physical and mental preparation.

The law also has educative value. It is very effective for class room teaching. The learner should prepare himself to learn. Therefore, teachers should try to create interest in the class and make the children mentally alert and eager to receive the lessons. Learning should not be imposed arbitrarily on the learner in the absence of readiness. The economy of learning can only be achieved through the application of the law of readiness.

9. Give examples of the operation of the three laws of learning in a classroom situation.

Ans: E.L. Thorndike outlined three major laws of learning. These laws have great educative significance for the teacher.

Their nature and didactic bearing may be described below:

(i) Law of effect: This law states, “When a variable association is made between a stimulus and a response and is accompanied or followed by a satisfying condition, the strength of that connection increases when an annoying Occurs to or with the situation. Matters, its strength is diminished."

The main principle of this law is that learning depends on the result or effect, the educational value of this law is quite obvious. The educational progress of students follows this law of effect. Success or satisfaction in the result leads to more success. On the other hand, dissatisfaction with the result discourages them.

(ii) Law of Practice: This law states that learning experiences can be made permanent by repeated use: This law is divided into two sub-laws—the law of use and the law of disuse. State the rules of use. "When a variable connection is made between a situation and a response that the strength of the connection, other things being equal, increases." The law of disuse states, "When a variable association is not made between a situation and a response over a long period of time, the strength of that association diminishes:" This law of disuse has a direct effect on learning. Students need repetition or practice to make their early learning experience more permanent. The goal of all learning is nothing more than the formation of desired habits through repetition. On the other hand, undesirable and harmful behaviours and their habit formation should be prevented by disuse.

(iii) Law of Readiness: This law states that, “When a bond is ready to work it gives annoyance. When a bond which is not ready to work is ready to work If so, then there is annoyance." So, this rule draws our attention to the fact that physical preparation is an essential condition of learning.

The educational significance of this law is more valuable for the teacher and the taught. The teacher should know the appropriate time and situation for learning. He should always be guided by the principle of psycho-physical preparation of the learner. Mechanical learning without preparation fails to achieve the desired results. It is clear from the above discussion that Thorndike's laws of learning have great educational value.

10. Write the main characteristics of learning. Exam Papers - 2013

Ans: Features of learning are:

(i) Learning takes place due to new experience and training.

(ii) Learning is the establishment of association between stimulus and response.

(iii) Learning is a function of the adjustment of the individual to his environment.

(iv) Learning is goal oriented.

(v) Learning is nothing but problem solving.

(vi) Learning is a universal process.

(vii) Maturation plays an important role in learning.

(viii) Habits make learning permanent.

(ix) Interest and learning are interrelated.

(x) Learning depends on motivation.

(xi) Learning is an individual activity.

11. Discuss the factors of learning which are related to the learner.

Ans: The factors of learning related to the learner are:

(i) Motivation: It refers to the internal condition which drives the learner towards a goal. A learner with high motivation gives more responses than a learner with low motivation. A person's motivation or urge to learn helps in better learning.

(ii) Age: There is a popular belief that children learn better than adults or elders. It is believed that the older people get, the less their ability to learn new material.

(iii) Gender: It is generally observed that there are gender differences in learning of various subjects, skills, attitudes etc. The roles assigned to men and women in our society.

(iv) Previous Experience: New learning depends on the old learning. Thus, learning is always influenced by past experiences.

12. Describe the factors of learning which are related to the subject of learning.

Ans: The factors of learning related to the subject of learning are:

(i) Difficulty: Difficulty is a very important factor in learning. It is experimentally proven that for easy material the learning curve showed a rapid gain that gradually slowed down and for difficult material a slow initial gain that gradually increased.

(ii) Meaningfulness of the material: The meaningfulness of the material to be learned contributes to the efficiency of learning. It is more meaningful than easy to learn learning material.

13. Explain the factors of learning which are related to the methods of learning.

Ans: There are three methods of learning:

(i) Trial and error

(ii) Learning by insight.

(iii) bending by mimicry

(i) Trial error method: Thorndike, a famous psychologist and educationist, made extensive and thorough researches on this method on both men and animals. Thorndike advocated that learning takes place through trial-and-error method. The soul of this method is repetition. In a situation a person commits errors. In this process. Attempts to solve the problem of adjustment to a situation gradually reduce the number of errors. Eventually, through repeated attempts (testing), the error will be completely eliminated. Thus, learning happens. through trial and error. This means that learning happens by error. From errors one gains experience and knowledge which enables him to solve the problem. This method is also known as hit or miss method. Both children and adults learn with this method.

(ii) Learning by Insight: When learning takes place through insight it is called learning by insight. Insight is the power to see connections between different parts of a situation. It means understanding the situation as a whole. It includes perception, imagination and thought. Insight indicates an understanding of the relationship in the learning situation. Man solves many problems of his daily life with insight. Students also learn through insight in the classroom. According to some educationists, real learning takes place through insight. Insight is the basis of human learning. This includes mental strength.

(iii) Learning by Imitation: Imitation is an innate tendency that motivates one to follow or accept the thought, feeling and activity of others. This natural tendency helps to adjust oneself with the situation and get a learning experience. There is always a feeling of inferiority in a person's mind behind imitation. He has a sense of respect, prestige and suggestibility towards the exemplar who inspires him to emulate. It is the gesture of presenting one's own views and judgments to a person who is considered a role model to follow. Such a mental set only does one imitation. Imitation learning is an innate tendency of children. It remains more active during infancy and childhood. In our social life, exemplary behavior is helpful in the transmission of culture and civilization.

14. 'Discuss how the law of effect can be applied in the classroom.

Ans: The law of effect can be applied in the class room in the following ways:

(i) The teaching learning situation in the classroom should be satisfactory and enjoyable for the children as well as the teacher.

(ii) School activities should be interesting and able to meet the needs of the child.

(iii) The learning activities should be meaningful and understandable to the children.

(iv) Teaching-learning situations should be arranged in order of increasing difficulty so that children can make progress without fail.

(v) The activities of the school should be progressive in nature relating to the past experiences of the students.

15. Discuss the educational importance of law of practice.

Ans: The educational significance of the law of practice is as follows:

(i) Learners or students should devote their learning time to acquire all those facts, abilities, arts and skills which they find useful.

(ii) Sufficient opportunities should be given to the learners and students to practice and revise the new learning material.

(iii) Students should continuously practice what has been learnt.

(iv) Reviving the learned material at intervals of time is necessary to maintain the connection for a longer period of time.

(v) Not much time should pass between one exercise and another. Prolonged disuse or delayed use may cause Forgetfulness.

16. Explain the concept of learning with suitable examples.

Ans: In every person's life, even from infancy, learning takes place knowingly or unknowingly. We live in a social environment where we have to face different kinds of situations and circumstances. We have to learn to face the problems of life as we have to adjust ourselves in the social environment. We modify (change) our nature; We gain experience and knowledge while adjusting ourselves with the circumstances or conditions. It means that learning is the modification of behaviour. It is an effective response to a situation. It is our need to acquire skill, ingenuity, knowledge and good habits to fit ourselves in this world. A person must learn to survive. Only the fittest can survive in the struggle for existence. Leaning helps us to stay fit.

We learn to adjust ourselves with the circumstances and environment. The child learns a lot from the environment mainly by imitation. He learns to stand, walk, eat, dress etc. by following the elders. Learning is a lifelong process, from cradle to grave. It is rightly said that to learn is to live and to live is to learn. In the process of learning, initially we create. Mistakes happen, but gradually the mistakes disappear and we respond correctly. We make mistakes while learning to ride a bicycle or drive carefully. With continued efforts and training, errors are reduced and learning happens. The person then gains the ability to respond to the situation. He must learn to renew, reorganize his experiences in order to face (face) new situations.

17. Elaborate the statement “Learning is to bring about change in behavior through experience and training”.

Ans: Learning is a very broad word. Learning does not simply mean acquiring knowledge or skills; It means much more than that. Thus, it involves acquiring attitudes, values; Likes, dislikes and many other habits. Many psychologists have defined learning as the modification of behavior. Thus, learning is the process by which an organism, as a result of its interaction with a situation, acquires a new way of behaving, which tends to maintain and influence the organism's normal behavioural pattern to some extent. According to G. A. Kimble, “Learning is a more or less permanent change in behavior as a result of practice.” Nunn says, “Learning is a more or less permanent incremental modification of behavior that results from activity, special training, or observation.

The definitions cited above emphasize that learning results in change or modification in behaviour. Thus, all learning results in a change or modification in behaviour."

All learning is modification of behaviour, but not all modification of behavior is learning. We can say that, “learning is limited to those changes in behavior that are the result of training and experience and are not the result of maturation of the organism or temporary physiological or psychological states.” Learning stands for a relatively permanent change or modification in behavior. Temporary change does not constitute learning. Modification of behavior can be in a desirable direction or in an undesirable direction. For example, children learn good habits and bad habits. It is expected that teachers and parents should always encourage children to learn desirable behaviour. It is not practice alone that causes learning. In fact, learning takes place under conditions of reinforcement. Thus, learning is a relatively permanent change in behavior and is the result of reinforced practice. Human behavior results from two basic forces, the forces within the individual and the forces outside the individual. Internal forces mean the physical hunger of man and his psychological urges, external forces are his aims and objectives, expectation of rewards and other needs of the society. A person tries to change his behavior to satisfy his internal and external needs. Therefore, needs and wants are the basic reasons for learning.

Thus, needs can also be classified in the following manner:

(i) Basic needs: food, shelter, sex etc.

(ii) Psychological needs: Satisfaction of urges and desires, pleasure and happiness.

(iii) General Needs: Attainment of goals and objectives. Observing norms and values, acting according to standards set by adults and society.

Behaviour, therefore, is prone to modifications due to need-oriented learning and is both complex and purposeful. Therefore, modification of behavior through meeting the need of the individual and learning in a socially accepted manner is the main concern of a teacher.

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