Class 12 Education Chapter 4 Learning The answer to each chapter is provided in the list so that you can easily browse throughout different chapters SCERT Class 12 Sociology Class 12 Education Chapter 4 Learning and select need one.
Class 12 Education Chapter 4 Learning
Also, you can read the SCERT book online in these sections Solutions by Expert Teachers as per SCERT (CBSE) Book guidelines. These solutions are part of SCERT All Subject Solutions. Here we have given Assam Board/NCERT Class 12 Education Chapter 4 Learning Solutions for All Subject, You can practice these here…
120. Discuss about the impact of distribution of practice of learning.
Ans : The length of the practice season and distribution of the rest period affect the learning process to a great extend. It has been found for a wide variety of motor skill, that practice is more effective, when it includes brief and judiciously distributed rest periods. This leads to rapid learning as compare to continuous practice. However, practice period should not be to long. Similarly it should not be short or frequent either. This would tend to break the task into small parts. Actually, the practice period will depend upon the learning task and the age of the learner. No. extreme of spacing and massive is desirable.
| Sl. No. | Contents |
| Chapter 1 | Secondary Education in India and Assam |
| Chapter 2 | Non-Formal Education |
| Chapter 3 | Current Trends in Education |
| Chapter 4 | Learning |
| Chapter 5 | (A) Memory and Forgetting |
| Chapter 5 | (B) Attention and Interest |
| Chapter 6 | Mental Health & Hygiene |
| Chapter 7 | Educational Statistics |
121. Explain the following on the basis of conditioning.
(a) In a circus, the Elephant responds to the signs made by his trainer. These signs may not be meaningful to an observer, but the elephant exhibits different activities on the basis of these signs.
Ans : The elephant has already been trained up to do those activities as indicated by the trainer. And these learning of the elephant are the response of conditioning. After happening “conditioning” the elephant follows the signs made by the trainer.
(b) While giving a piece of meat to a dog a man say “Stand up” holding the piece before the dog. After repeating it several times he says “Stand up” but does not exhibit any meat. The dog stand up.
Ans : The new stimulus “indication of empty hand” has taken the place of original stimulus “piece of meat” in production the response “Stand Up”. The dog has already setup his mind to that response threough conditioning learning. Therefore it happens so as mentioned above.
122. Outline the experimental proceeding that led to conditioning.
Ans : The Experiment on conditioning learning done by ‘Pavlov’ is as follows- Pavlov experimented with a hungry do to elaborate his conditioned response theory. When he gave meat to the dog it salivated. After sometime he gave meat to the dog at the ringing of a bell. The dog again salivated which meant that the dog responded to the joint stimulation of meat and the bell. This experiment was conducted a number of times. Ultimately it was observed that mere sound of the bell, even without meat, was enough to bring saliva in the dogs mouth. It indicated that the original stimulus of meat had been replaced by the stimulus of sound of the bell to bring saliva, in the mouth of the dog. This means that the sound of the bell as stimulus had been continued with the dog’s response by recharging saliva.
123. Distinguish between learning and maturation.
Ans : The distinguish between learning and maturation are as follows :
(a) Maturation is primarily based on heredity, where as learning is primarily based on environment.
(b) Maturation is related to the structure and potential capacity. On the other hand learning is related to activities and experiences.
(c) In maturation both suitable and unsuitable type of situations are used, where as in learning only conductive and suitable situations are used.
(d) Maturation is not depends upon learning. But learning is very much depends upon maturation.
124.Explain the nature of learning.
Ans : The nature of learning may be identified with its characteristics when are briefly described below :
(i) Learning is a life-long process. It begins with birth and continuous throughout life.
(ii) It is an act of adjustment of individual in his environment. Favourable situation helps in the process of such adjustment.
(iii) Learning depends on maturity which means physical and mental growth and development.
(iv) All learning is not of the same type. There are qualitative differences between one type of learning and another.
(v) Learning is also dependent upon one’s innate intelligence and other capacities. It is on the basic of hereditary endowment that one can learn different types of activities and behavioural patterns.
(vi) Learning is related to maturation. Unless and until there is the needed motivation, satisfactory learning is not possible.
(vii) Learning is also regarded as a function of practice. Practice helps to dropout ackward, untrythemic and unnecessary response and leads to improvement in learning.
125. How is learning possible through trial and error? Explain with example.
Ans: Trial and error method is a mechanical methods of education which was developed by noted educationalist E. L. Thorndike. This method implies that when some activity is tried again and again, the possible errors get diminished. A man may make several attempts and at the initial stage he will make several errors. But gradually in the process of trial, errors will be eliminated and a time will come when there will be no errors. Thus, learning is the establishment of bonds between stimulus and response and is associated with mechanical process blind trial and error.
Thorndike was interested in finding out how the animals learn. He kept a hungry cat inside a puzzle-box and a plate of fried fish was kept outside the box and beyond the reach of the cat. The door of the box could be opened only by pulling a string from inside. The hungry cat tried to come out of the box, but she did not know the device of coming out of it. She tried to squeeze through the bars, clawed, bit and rushed around striking here or there. Thus, trying for sometime she accidentally pull the string.
The door was open and she eventually came out of the box to reach her plate of fish. In the successive trials the cat was placed in the same situation and it was found the cat could come out of the box without losing much time. Thorndike experimented on many other animals and his conclusion was their learning was nothing but trial and error.
The trial and error method is applicable to human beings also. It is common to children as well as adults. An Infant learning to walk, write, dress commits mistakes in the beginning, but succeeds at the end. A grown-up main facing a new problem goes on making trials to adjust himself to the situation. When he commits errors in the initial stage, no bond is established between the stimulus and the response. When he succeeds after several attempts the bond is established between the two and thereby adjusment is made to the new situation.
Trial and error method of learning may be described as a mechanical from of learning. It does not involve higher mental or intellectual ability of the learner. So, in class room situation the teacher should not utilise this type of learning.
126. Determine the educative value of trial and error method of learning.
Ans : The noted psychologists and educationist Thorndike made extensive and intensive researches on this method both on men and animals. Thorndike advocated that learning took place through trial and error method. The soul of this method is repetition. An individual in a situation make errors. In this process of efforts to solve a problem of adjust to a situation, gradually the number of errors is decreased. Eventually, through repeated efforts (trial) error will be totally eliminated. Thus learning takes place through trial and error. It means that learning takes place through error. From the errors the individual gains experience and knowledge which enable him to solve the problem. This method is also known as the hit or miss method. Both the children and the adults learns through this method.
127.Explain the conditioned response theory of learning. Give examples of learning through conditioning.
Ans : Conditioning means modification of original or natural response. ‘Learning by conditioning’ refers to learning derived by changing the original stimulus or by associating the original stimulus with a new stimulus through modification of the response. A child’s love for dog is the response. Once he is bitten by the dog he will no longer love it. i. e. he has changed or modified the response. He will learn that dog is dangerious and it is better not to love it.
The conditioned response theory was advocated by Russian Scientist, Ivan Pavlov. The theory says that learning is the result of conditioning of the original or natural response to some other stimulus. For example, stimulus food gives effect to salivary response, presense of a snake give effect to fear response. When such natural response to stimulus get associated with some other stimulus it may be conditioned.
The natural response is then shifted to a new stimulus that give effect to learning of new response. Such unusual response is technically called conditioned response. Pavlov experimented with the hungry dog to elaborate his conditioned response theory. When he gave meat to the dog it salivated. After sometime he gave meat to the dog at the ringing of a bell. The dog again salivated which meant that the dog responded to the joint stimulation of meat and the bell.
This experiment was conducted a number of times. Ultimately it was observed that more sound of the bell, even without meat, was enough to bring saliva in the dog’s mouth. It indicated that the original stimulus of meat had been replaced by the stimulus of sound of the bell to bring saliva in the mouth of the dog. This means that the sound of the bell as stimulus had been conditioned with the dog’s response by discharging saliva.
The idea of conditioned response has great educational value. It influence student’s likes, dislikes and the priorities. Through conditioning of the original likes and dislikes new tastes, attitudes, aptitudes are created among students.
128. What is its bearing a conditioning theory of learning in classroom situation?
Ans : Many scientists and behaviorists like Pavlov, J. B. Watson consider that the theory of conditioning is based on the fundamental concept that learning is nothing but linking of a response to a stimulus. So, learning by conditioning means our learning is the result of conditioning of our natural response to some other stimulus. Pavlov had undertake an interesting experiment with the dog and thereby proved that salivation at the sight of foot may be conditioned to the sound of the bell is a new response which is described as the result of conditioning in learning.
Educational implication of Pavlov’s conditioned
response theory : The principles of classroom conditioning can be used in the following areas of animal and human behaviour :
(i) Developing good habits : Principles of classical conditioning can be used for developing good habits in children such as cleanliness, respect for elders, and punctuality etc.
(ii) Breaking of bad habits and elimination of conditioned fear. All learning is required in the social environment. Acquired learning may be deconditioned by using the principles of classical conditioning. Principles of classical conditioning can be used to deconditioning anxiety and fear in Maladjusted children.
(iii) Training of the animals : Animal trainers have been using the principles of classical conditioning since long time without being much aware of the underlying mechanisms.
(iv) Used in psychotherapy : The principles of classical conditioning are used deconditioning emotional fears in mental patients.
(v) Developing positive attitude : classical conditioning can be used to develop favourable or unfavorable attitude towards learning, teacher and the school.
(vi) Teaching alphabets : The principles of classical conditioning are used to teach alphabets and fundamental principles of arithmetic by using some concrete material.
129. Explain learning by insight. Described an experiment done in this respect.
Ans : Learning by insight refers to the insightfull method of learning. It is one of the first advanced methods of learning. Learning by insight emphasises the power to see the relationship between different parts of a situation. It means the understanding of the situation as a whole. Kohler was the chief exponent of this method of learning. As a Gestalt psychologist he visualised that a person can deduce the solution by insight if he perceives the situation as a whole. Kohler conducted experiments on the method of learning with apes as his subjects. In one experiment he kept some apes in a closed room with some bananas hanging from the ceiling.
A wooden box was also placed inside the room, but not just below the bananas. The apes made several attempts to get the bananas but failed. But suddenly one of the apes brought the wooden box below the bananas. He jumped up on the box and picked the bananas. This idea of bringing the box under the bananas occurred to the ape all of a sudden, like a flash of light. This phenomenon is known as learning by insight or insightful learning.
Learning by insight method involves the following characteristic steps :-
(i) Avoiding the blind method of mechanical reputation.
(ii) Perceiving the situation as a whole.
(iii) Comblining and correlating the parts.
(iv) Observing the parts that constitute the whole.
(v) Using the emerging idea in solving problem.
Class room application : Insightful learning discourages the blind mechanical method or trial and error. So, applicability of this type of learning is remarkable for the teacher. The teacher should present only the parts of the contents of learning to his students. Combining and correlating the parts through exercise of inside should be left to the students. Teachers should not work out everything of the lesson problem without leaving any room for the students own exercise. The teacher should only guide or direct the students and should play an indirect role.
130. What is importance in learning by insight in the field of education?
Ans : (i) It trains one how to proceed in a planned way in solving problems.
(ii) It makes mean self-dependent and become guide to one’s action.
(iii) It improve his power of perception and organisation of the parts in solving the problems.
(iv) Creative potential of individual may find expression through this method.
131. Discuss how primary laws of learning can be applied in class room.
Ans : E. L. Thorndike has outlined three major law and five minor laws. The major laws are of great educational significance.
The laws are described below :
(i) Law of effect : This laws states that “When a modifiable connection between a stimulus and response is made and is accompanied or followed by a satisfying state of affairs, the connection’s strength is increased; when made and accompanied aur followed by an annoying state of affairs, its strength is decreased. ”
The underlying principle of this law is that learning depends upon the result of the effect that follows. Good result increases strength and the bad results decreases it. If the result is satisfactory the learner is inspired to repeat it.
The law has great educated value. Student’s progress in learning follows this law of effect. Success or satisfaction is the result bring more success. The teacher can apply this law in the class room. On the basis of this law the teacher can make use of reward and punishment in schools. The teacher should see that the learning which aims to develop good qualities in children is followed by satisfaction.
(ii) Law of Exercise : This law states that learning can be made permanent by repetition. Learning is possible when the activity is repeated again and again; when it is not repeated it is not learnt. We learn what we do and we do not learn what we do not do. This law has two parts- law of use and law of disuse. The law of use states, “when a modifiable connection is made between a situation and response that connection’s strength is increased.” The law of disuse states, “when a modifiable connection is not made between a situation and response that connection’s strength is decreased.” The two laws imply that connection’s strength increases due to exercise and decreases due to absense of it. They also imply tat learning experience can be made durable by repetition.
The law of exercise has great educative value and it can be applied in the class room. Teachers should try to repeat lessons in the class frequently. The law is associated with two factors, – intensity and recency. The more intense the stimulus the deeper does it become. Similarly what is learned recently is remembered better.
(iii) The law of readiness : The law of readiness states, “when a bond is ready to act, to act gives satisfaction and not to act gives annoyance. When a bond which is not ready to act is made to act, annoyance is caused.” The simplified meaning of the law is that if a learner is ready to learn he learnt quickly. If he is not ready to learn he will take more time to learn. In short, physical and mental readiness is required for effective learning.
The law has also educated value. It is very effective for class room teaching. The learner must prepare himself for learning. Therefore, the teachers should try to create interest in the class and make children mentally alert and eager to receive a lesson. In the absence of readiness learning should not be imposed arbitrarily on the learner. Economy of learning may be derived only through the application of the law of readiness.
132. Give illustrations of the operations of the three laws of learning in the classroom situation.
Ans : E. L. Thorndike had outlined three major laws of learning. These laws have great educative significance for the teacher.
Their nature and educative bearing may be described below :
(i) Law of effect : This law states, “When a modifiable connection between a stimulus and response is made and accompanied or followed by a satisfying state of affairs, that connection’s strength is increased when made and accompanied or followed by an annoying state of affairs,its strength is decreased.” The main principle underlying this law is that learning depends upon the result or the effect that follows, Educational value of this law is quite obvious. Student’s educative progress follows this law of effect. Success or satisfaction in the result leadsto more success. On the otherhand dissatisfaction in the result makes them discouraged.
(ii) Law of exercise : This law states that learning experiences may be made permanent by use of preposition. This law is subdivided into tw sub-laws- law of use and law of disuse. Law of use states. “When a modifiable connection is made between a situation and the response that connection’s strength is, other things being equal, increased.” The law of disuse states, “When a modifiable connection is not made between a situation and the response over a length of time, that connections strength is decreased.”
This law of exercise has its direct implication to education. The students need to repeat or exercise his initial learning experience in order to make it more permanent. All learning aims at nothing more than formation of desirable habits by way of a repetition. on the other hand undesirable and harmful behaviour and their formation of habit should be stopped by disuse.
(iii) Law of readiness : This law states that, “When a bond is ready to act it gives annoyance. When a bond which is not ready to act is made to act, annoyance is caused.” This law therefore focuses our attention to the fact that physical readiness is the essential condition of learning.
Educative significance of this law is more valuable to the teacher and the taught. Teacher should know the appropriate time and situation of learning. He should always be guided by the principle of psycho-physical readiness of the learner. The mechanical learning without readiness fails to achieve the desired result.
From the above discussion it is evident that Thorndike’s laws of learning have their great educational value.
133. Write a major characteristics of learning.
Ans : Characteristics of learning are :
(i) Learning takes place due to new experience and training.
(ii) Learning is the establishment of bond between stimulus and response.
(iii) Learning is an act of adjustment of individual with his environment.
(iv) Learning is goal oriented.
(v) Learning is nothing but problem solving.
(vi) Learning is universal process.
(vii) Maturation plays on important role in learning.
(viii) Habits makes learning permanent.
(ix) Interest and learning are interrelated. (x) Learning depends on motivation.
(xi) Learning is an individual activity.
134. Discuss about the factors of learning which are related with the learner.
Ans : Factors of learning related to the learner are :
(i) Motivation : It refers to the internal state that drives the learner towards some goal. The learner with high motivation tend to make more response than a learner with a week motivation. An individual’s motivation or the urge to learn beings about better learning.
(ii) Age : There is a popular belief that children learn better than adult or old people. It is believed that, more people grow in age, the more their ability to learn new material decrease.
(iii) Sex : It is generally observed that there are sex differences in learning of various subjects, skills, attitudes etc. Different studies attempts to answer whether these differences are initiate derived for the difference in sex or they are the product of culture and social roles assigned to male and female in our society.
(iv) Previous experience : New learning depends in old learning. Thus learning is always influenced by previous experiences.
135. Describe the factors of learning which are related with the subject of learning.
Ans : Factors of learning related with the subject of learning are :
(i) Difficulty : Difficulty is a very important fact in learning. It is experimentally proved that learning curve for easy material should rapid gains which gradually slowed down and that for difficult material showed slow initial gains which geadually increased.
(ii) Meaningfulness of material : The meaningfulness of the material to be learnt contributes to learning efficiency. It the learning materials are meaningful than it is easier to learn.
136. Explain the factors of learning which are related with the methods of learning.
Ans : There are three methods of learning :
(i) Trailer and Error.
(ii) Learning by insight.
(iii) Learning by initiation.
(i) Trial Error Method : The noted psychologists and educationist Thorndike made extensive and intensive researchs on this method both on men and animals. Thorndike advocated that learning took place through trial and error method. The soul of this method is reputation. An individual in a situation makes errors. In this process of efforts to solve a problem of adjust to a situation, gradually the number of errors is decreased. Eventually, through repeated efforts (trial) error will be totally eliminated. Thus learning takes place through trial and error. It means that learning takes place through error. From the errors the individual gains experience and knowledge which enable him to solve the problem. This method is also known as the hit or miss method. Both the children and the adults learns through this method.
(ii) Learning by insight : When learning takes place through insight it is known as learning by insight. Insight is the power to see the relationship between the different part of a situation. it means the understanding of the situation as a whole. It includes perception, imagination and ideas. Insight indicates understanding of the relationship in the learning situation.
Human beings solve many problems of daily life by insight. The students learn in the class room by insight also. Real learning takes place through insight according to some educationalists. Insight is the basis of human learning. It involves mental power.
(iii) Learning by imitation : Imitation is an instinctive tendency that urges one to follow or accept through, feeling and activity of others uncritically. This native tendency helps to adjust oneself with the situation and derive experience of learning. Behind imitation there is always a sense of inferiority in the mind of the individual. He bears the sense of honour, prestige and suggestibility towards the imitable person which urges him to imitate. It is a sense of submission of one’s own through and judgement to a person who is considered as ideal to be followed. Such a mental set only makes one imitate. Imitative learning is an instinctive tendency of childhood. In our social life imitative tendency helps in the transmission of culture and civilization.
137. Discuss how laws of effect can be applied in classroom.
Ans : The laws of effect can be applied in the class room are as follows :
(a) The teaching: learning situation in the classroom should be satisfactory and enjoyable for the children as well as for the teacher.
(b) School activities should be interesting and capable of meeting the need of the child.
(c) Learning activities should be meaningful of understandable for the children.
(d) Teaching learning situations are to be arranged in increasing difficulty order so that the children may progress without failure.
(e) School activities should be progressive in nature of related to the past experiences of students.
138. Discuss about the educational significance of law of practice.
Ans : The educational significance of law of practice are as follows :
(a) Learners or students should devote much of their learning time to acquiring all the facts, abilities, arts and skills which they will find useful.
(b) Sufficient opportunity should be given to the learners and students for practicing and repeating the new learning materials.
(c) the students should have constant practice in what has been learnt.
(d) To maintain the connection for a longer period it is necessary to revive the learned material at intervals of time.
(e) Much time should not clips between one practice & the subsequent one. Long disuse or delayed use may caused forgetfulness.
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