Understanding Human Learning: Theories and Models
Pavlova – Learning Defined
Learning is a process of permanent acquisition of behavioral trends in response to certain stimuli or situations. Michael L. Ray defines learning as a change in individual behavior that comes from experience or practice. From these definitions, one can conclude that learning involves connections between stimuli and responses, hence the model name stimulus/response.
Learning is possibly one of the most important behavioral processes for humans. It can be affirmed that virtually everything a human being does, thinks, and perceives is learned. We learn to consume based on our experiences; these experiences are passed on, teaching us how, when, how much, and where to consume, according to our group, our time, and our political/economic context.
Learning is a dynamic process that allows humans to develop the ability to exist in their environment and adapt to its changes. Since this environment is not static but is constantly changing, we must also learn to modify ourselves.
Classical Learning Theory
The classical theory of learning was developed from the work of Russian physiologist Ivan Pavlov. In a series of laboratory experiments, in which the presentation of food to a dog was preceded by the sound of a bell, Pavlov found that a significant part of learning is an associative process, and many of our responses are conditioned by association. Pavlov was the first to investigate learning with scientific laboratory research. These experiences were refined and integrated into a stimulus/response model.
Stimulus/Response Theory
The theory of stimulus/response was first formulated by psychologists, highlighting Pavlov, Skinner, and Hull, based on laboratory experiments using animals. Their research explored the phenomena of learning, forgetting, and the capacity to discriminate. This current theoretical basis of learning or awareness occurs as a person reacts to certain stimuli and is rewarded by the satisfaction of a need for the right reaction, or punished for a wrong reaction. When the same reaction is repeated on a given stimulus, it sets out the standards of habit or behavior.
The stimulus/response model states that people react in certain ways in response to a stimulus. The model provides why they behave a certain way – it only states that there is a predictable response to a stimulus.
Over the years, the stimulus/response model was refined and is now based on four core concepts: impulse, suggestion, response, and strengthening.
Impulses
Impulses, also called needs or motives, are a strong stimulus to the individual that impels action. Psychologists distinguish between primary physiological drives – hunger, thirst, cold, pain, sex – and learned impulses such as social cooperation, fear, and greed.
Cues
Cues are weaker stimuli (products, signs, ads in the environment) in the individual and the environment, which determine when, where, and how the person responds.
Response
Response is an attempt at meeting an impulse. The response chosen depends on the stimuli and the experience of each individual. The response is the body’s reaction to setting a suggestion.
Strengthening
Strengthening occurs in the learning process when a response is followed by satisfaction – that is, a reduction of voltage impulse. Reinforcement strengthens the relationship between stimuli and response. And it can lead to the same response the next time the impulse is present. Repeated strengthening causes the development of habit.