NCERT Class 11 Psychology Chapter 5 Learning

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NCERT Class 11 Psychology Chapter 5 Learning

Also, you can read the NCERT book online in these sections Solutions by Expert Teachers as per Central Board of Secondary Education (CBSE) Book guidelines. CBSE Class 11 Psychology Textual Solutions are part of All Subject Solutions. Here we have given NCERT Class 11 Psychology Chapter 5 Learning Notes, CBSE Class 11 Psychology in English Medium Textbook Solutions for All Chapters, You can practice these here.

Learning

Chapter: 5

REVIEW QUESTIONS

1. What is learning? What are its distinguishing features?

Ans: Learning is generally defined as relatively permanent changes in behavior, skills, knowledge, or attitudes resulting from identifiable psychological or social experiences. A key feature is permanence: changes do not count as learning if they are temporary. Changes that occur due to practice and experience, and are relatively permanent, are a component of learning.

Its distinguishing features are:

(i) Learning always involves some kind of experience. For instance, a child gets lost at place on leaving the hands of the parents, would learn not to leave the hand of elders the next time.

(ii) Learning results in a noticeable change in how an individual behaves, thinks, or responds to stimuli. It’s not just a temporary alteration but a lasting change.

(iii) Learning is an inferred process that involves a series of psychological events. It is also different from performance.

(iv) Learning occurs through experience. This can be through direct interaction, observation, or instruction. It is a process of acquiring or modifying knowledge and skills.

2. How does classical conditioning demonstrate learning by association? 

Ans: Classical conditioning is a simple form of associative learning, where the behavioral response is modified by conditioned stimulus. In the classical example, developed by Ivan Pavlov, dogs produce a reflex response of salivation when conditioned with a sound stimulus. It was first explained in pavlov’s experiment where a dog was kept on a harness with a tube attached to one side of its jaw and measuring jar on the other side.

3. Define operant conditioning. Discuss the factors that influence the course of operant conditioning. 

Ans: Operant conditioning, sometimes called instrumental conditioning or Skinnerian conditioning, is a method of learning that uses rewards and punishment to modify behavior. These punishments and reinforcements can either add something (positive) or remove something (negative) in order to encourage or deter behavior. Four types of operant conditioning can be utilized to change behavior: positive reinforcement, negative reinforcement, positive punishment, and negative punishment.

The factors that influence the course of operant conditioning are as follows: 

(i) Type of reinforcements: Positive reinforcement involves pleasant consequences that satisfy needs. Negative reinforcement involves unpleasant and painful consequences that lead to learning of avoidance.

(ii) Immediacy of Reinforcement: Immediacy behaviors are verbal and nonverbal behaviors that lessen real or perceived physical and psychological distance between communicators and include things like smiling, nodding, making eye contact, and occasionally engaging in social, polite, or professional touch.

(iii) Reinforcement Schedule: Schedules of reinforcement are the rules that determine how often an organism is reinforced for a particular behavior. The particular pattern of reinforcement has an impact on the pattern of responding by the animal. A schedule of reinforcement is either continuous or partial. The timing and frequency of reinforcement (fixed-ratio, variable-ratio, fixed-interval, or variable-interval) influence the strength and persistence of the behavior.

(iv) Generalization and Discrimination: Individuals may generalize the learned behavior to similar stimuli or discriminate between different situations based on reinforcement history.

4. A good role model is very important for a growing up child. Discuss the kind of learning that supports it. 

Ans: Positive role models can also encourage children to take responsibility for their actions and the consequences of their choices. By modeling responsible behavior, role models can help children learn the importance of accountability and taking ownership of their actions. When a child has a positive role model, they are likely to engage in constructive actions like the person they look up to.

Types of Learning That Support the Importance of a Role Model are:

(i) Observational Learning (Modeling): Observational learning is the process of learning by watching the behaviors of others. The targeted behavior is watched, memorized, and then mimicked. 

(ii) Vicarious Learning: Vicarious learning is the process of learning from others’ experiences. It is a type of observational learning, meaning that it involves watching and listening to others.

(iii) Imitative Learning: Imitative learning refers to the process through which human infants acquire knowledge by observing and copying the actions of others, enabling the transmission of learned behaviors across generations.

(iv) Reinforcement and Conditioning: In operant conditioning, “reinforcement” refers to anything that increases the likelihood that a response will occur.

5. Explain the procedures for studying verbal learning. 

Ans: Verbal learning is the process of actively memorizing new material using mental pictures, associations, and other activities. Verbal learning was first studied by Hermann Ebbinghaus, who used lists of nonsense syllables to test recall. 

Studying verbal learning involves:

(i) Selecting Material: Selection material is an essential aspect of product design and development. An appropriate material should meet many basic criteria including efficient manufacturability, performance, reliability non-degradability and recyclability.

(ii) Repetition: Repetition is a key technique in verbal learning. It plays a significant role in various psychological processes and behaviors, and its effects can vary depending on the context and frequency of repetition.

(iii) Learning Curves: A learning curve is a mathematical concept that graphically depicts how a process is improved over time due to learning and increased proficiency. The most common pattern is that learning improves rapidly initially and then plateaus.

(iv) Recall/Recognition Tests: Recall and recognition are both aspects of memory, but they are quite different. Recall retrieves information stored in long-term memory. 

(v) Transfer of Learning: Applying learned material in new contexts. Transfer of learning means the use of previously acquired knowledge and skills in new learning or problem-solving situations.

6. What is a skill? What are the stages through which skill learning develops? 

Ans: A skill is referred to the ability to perform some complex tasks smoothly and efficiently. It can be physical, mental, or social, ranging from technical abilities like programming or carpentry to soft skills like communication and problem-solving, contributing to personal and professional success.

Skill learning typically develops in three stages:

(i) Cognitive Stage: Cognitive learning is an active style of learning that focuses on helping you learn how to maximize your brain’s potential. The learner is focused on understanding the task, acquiring basic knowledge, and making frequent mistakes. 

(ii) Associative Stage: The performer begins to understand the requirements of the skills and becomes more consistent. Within their performance there are fewer mistakes and the performer can concentrate for longer. The learner begins refining the skill, making fewer errors. 

(iii) Autonomous Stage: The skill becomes automatic and efficient. This phase involves further practice of the skill in order to enhance performance so that it becomes automatic. The learner has internalised the skill and is able to perform it with minimal cognitive monitoring. The learner can perform the task with little conscious effort, and attention can be directed elsewhere while performing the skill. 

7. How can you distinguish between generalisation and discrimination? 

Ans: The distinguish between generalisation and discrimination are: 

Basic of difference	Generalization	Discrimination
Definition	Taking something specific and applying it more broadly is making a generalization. It’s a generalization to say all dogs chase squirrels. A generalization is taking one or a few facts and making a broader, more universal statement.	Discrimination occurs when people are treated less favourably than other people are in a comparable situation only because they belong, or are perceived to belong to a certain group or category of people.
Example:	A dog trained to salivate to a bell might also salivate to a similar sound, like a whistle or a buzzer.	A dog might learn to salivate only to a bell with a certain pitch and not to similar but different pitches.

8. Why is motivation a prerequisite for learning? 

Ans: Motivation is a prerequisite for learning because it energises the organism to act vigorously in order to attain some goal. It provides a purpose to actions that continue till the goal is attained and the need is satisfied. In education, motivation helps children and young people to focus their attention on a key goal or outcome. In doing so, they are unfazed by possible distractions, and are therefore able to maintain their attention during longer periods of time. 

9. What does the notion of preparedness for learning mean? 

Ans: In psychology, preparedness is a concept developed to explain why certain associations are learned more readily than others. The notion of preparedness for learning refers to the readiness of an individual, especially a student, to engage with and absorb new information. It involves having the necessary cognitive, emotional, and motivational factors in place to make learning effective. This includes factors like prior knowledge, interest, attention, and mental and physical state. Essentially, it’s about being mentally and emotionally ready to learn and succeed.

10. Explain the different forms of cognitive learning? 

Ans: The different forms of cognitive learning are:

(i) Accommodation: The term “accommodation” may be used to describe an alteration of environment, curriculum format, or equipment that allows an individual with a disability to gain access to content and/or complete assigned tasks. They allow students with disabilities to pursue a regular course of study. 

(ii) Assimilation: Assimilation is the process of absorption of vitamins, minerals, and other chemicals from food as part of the nutrition of an organism. the arrangement of new knowledge inside our heads beside what we know.

(iii) Equilibration: Equilibration can be explained as a sense of inner balance that comes from new and old information about the world. balancing what we already know with the new information that we are trying to acquire.

11. How can we identify students with learning disabilities?

Ans: Identifying students with learning disabilities involves:

(i) Observing Signs: Taking measurements of heart rate, blood pressure, temperature and other “vital signs” is an important part of care for nearly all patients in hospital. Staff and patients often refer to this as taking observations.

(ii) Screening & Tests: A screening test is done to detect potential health disorders or diseases in people who do not have any symptoms of disease. The goal is early detection and lifestyle changes or surveillance, to reduce the risk of disease, or to detect it early enough to treat it most effectively.

(iii) Teacher & Parent Reports: Children behave, react and imitate their parents, so parents must play important role in encouraging, motivating their children to learn. Likewise teachers also nurture children’s learning and provide various experiences to face challenges in life. Teacher’s role is to make every child an independent learner.

(iv) Consulting Specialists: Specialist Consultant means an individual or institution with specialised expertise or knowledge in the provision of professional or expert services that are relied upon in reaching an objective conclusion on a matter that is the subject of an audit investigation.

(v) Response to Intervention (RTI): Response to Intervention, or RTI, is a multi-tiered process that uses universal screening in general classrooms to determine potential at-risk students.