NIOS Class 10 Psychology Chapter 4 Learning Solutions to each chapter is provided in the list so that you can easily browse throughout different chapters NIOS Class 10 Psychology Chapter 4 Learning Notes and select need one. NIOS Class 10 Psychology Chapter 4 Learning Question Answers Download PDF. NIOS Study Material of Class 10 Psychology Notes Paper 222.
NIOS Class 10 Psychology Chapter 4 Learning
Also, you can read the NIOS book online in these sections Solutions by Expert Teachers as per National Institute of Open Schooling (NIOS) Book guidelines. These solutions are part of NIOS All Subject Solutions. Here we have given NIOS Class 10 Psychology Chapter 4 Learning Solutions, NIOS Secondary Course Psychology Solutions for All Chapter, You can practice these here.
Learning
Chapter: 4
TEXTBOOK QUESTIONS ANSWERS
INTEXT QUESTIONS 4.1
Fill in the blanks with appropriate words:
Q.1. Learning is a __________ permanent change in __________.
Ans: Relatively and behaviour.
Q.2. Pavlovian conditioning is known as __________ conditioning.
Ans: Classical.
Q.3. ___________ advocated the role of operant conditioning.
Ans: B.F. Skinner.
Q.4. Operant conditioning is also called ___________ Learning.
Ans: Instrumental.
INTEXT QUESTION 4.2
State whether the following statements are True or False:
Q.1. Positive reinforcement is any action that reduces the rate of response.
Ans: False.
Q.2. The aversive response is called as escape learning.
Ans: True.
Q.3. Reinforcement can be partial or continuous.
Ans: True.
Q.4. Partial reinforcement does not help in maintaining behaviour.
Ans: False.
Q.5. Observational learning depends on the existence of appropriate model.
Ans: True.
INTEXT QUESTIONS 4.3
Q.1. What are the main types of learning?
Ans: Skill learning, verbal learning and concept learning.
Q.2. What is transfer of training?
Ans: Transfer of training refers to the process of using earlier learning in a new situation.
TERMINAL QUESTIONS
Q.1. What is learning? Give an example?
Ans: The process of learning is continuous and goes on throughout life. Learning may be defined as a relatively durable change in behaviour due to experience.
For example the maturational changes in the child, like crawling, standing and walking at certain ages are not included in learning. Similarly, illness and drug induced temporary changes are not due to learning.
Q.2. Describe the process of classical conditioning?
Ans: Classical conditioning is also known as Pavolovian conditioning because it was discovered by a Russian scientist Ivan P. Pavlov who was interested in studying stimulus-response relationships. He worked with dogs. The animal was harnessed and food was presented to the dog by a laboratory assistant. Pavlov realised that the salivary response had been learned by the dog. He proceeded to study this type of learning in detail.
Q.3. What are the main types of reinforcement? What is the role of reinforcement in operant Conditioning?
Ans: There are two types, of reinforcement which are positive and negative are given below:
(i) Positive Reinforcement: Reinforcement is any operation or action that increases the rate of response. In Skinner’s experiment the rat responded by pressing the lever and obtained food. This is called positive reinforcement. So, a positive reinforcement or reward (e.g., food, sexual pleasure, etc.) is the operation that increases the strength of a specific
behaviour. Positive reinforcement is any stimulus that strengthens a response that precedes it (e.g., lever pressing is reinforced by food).
(ii) Negative Reinforcement: Another quite different way of increasing the rate of response is through negative reinforcement. Suppose that in the Skinner Box the rat receives electric shock to the feet every second. When the rat presses the lever, the shock is removed for 10 secs. This increases the rate of response. This procedure is called negative reinforcement which involves application of an aversive stimulus (e.g. heat, electric shock, scudding etc.). The word “negative” refers to the nature of the reinforcer (aversive stimulus). It is a“reinforcement” because it increases the rate of response. This procedure is called “escape”learning because the rat can escape the shock if it presses the lever. Another kind of negative reinforcement can result in conditioning called “avoidance” learning where the rat can avoid the shock by pressing the lever. In escape or avoidance learning the reinforcer is negative and the organism learns to escape or avoid its presence.
The role of reinforcement in operant Conditioning are:
(i) Operant Conditioning: Modification of Behaviour through Reinforcement. If a child completes the home work she is praised (rewarded) by the parents and the child learns to perform the task. If the child breaks a plate, he/she is scolded (punished) and she will learn not to repeat the behaviour. This is called Operant Conditioning or instrumental conditioning. In other words, we learn to perform behaviours that produce positive outcomes and avoid behaviours that yield negative outcomes. We may define operant conditioning as a process through which organisms learn to repeat behaviours that produce positive outcomes or avoid or escape from the negative outcomes. B.F. Skinner is considered as the most influential psychologist advocating the role of operant conditioning in learning. He developed an experimental chamber (called Skinner Box) to study the learning process in rats.
(ii) Classical Conditioning: Learning through Association Classical conditioning is also known as Pavolovian conditioning because it was discovered by a Russian scientist Ivan P. Pavlov who was interested in studying stimulus-response relationship. He worked with dogs. The animal was harnessed and food was presented to the dog by a laboratory assistant. Pavlov realised that the salivary response had been learned by the dog. He proceeded to study this type of learning in detail.
Q.4. Give examples of observational learning and skill learning?
Ans: Observational learning is also used in acquiring new skills by observing the behaviour of others. This is about developing categories of objects and events. It is very important in our life that we should discriminate between things on the basis of some criterion. For example, the terms ‘boys’, ‘girls’, ‘fruits’ and ‘furniture’ refer to concepts. A concept involves a variety of objects clubbed together. Use of categories or class names helps us to communicate and perform different activities. The concepts may be natural or artificial. They may be abstract and concrete. Love, freedom and democracy are examples of abstract concepts. Cow, table, boy, girl, orange and rose are examples of concrete concepts. While learning a concept we make one response to all the stimuli belonging to that category.
Thus we refer to all kinds of tables as table or all boys as boy. In fact all kinds of higher learning necessarily involves concept learning. Concepts help us to reduce the complexity of our world. In lesson 7 you will read more about concept formation.
Skill Learning An important area of learning involves acquiring various types of skills like riding a bicycle, writing, car driving, piloting an aircraft, leading a group and motivating others etc. All of these involve skills. Those who are able to learn these and other skills get opportunities in life. Once the skill is acquired one may over learn it. It may become automatic and one is able to perform it with ease and comfort. As a result people perform tasks spontaneously and can perform more than one task at a time (e.g. talking to a person and driving a car driving).
Q.5. What is the significance of transfer of training?
Ans: That learning is used in other situations also. A person’s ability to utilise knowledge, skills and any kind of learning is highly appreciated. If a child learns to multiply or divide she can use the process not only in the class but also in the market place or at home if it is required. Transfer of training refers to the process of using earlier learning in a new situation.
It is positive if the first learning helps the second learning. It can be negative if the first learning interferes with the second learning. It can be zero if the first learning neither helps nor interferes with the second learning.Learning transforms a person in many ways and occurs throughout one’s life. Good learners utilise each and every opportunity as an occasion for learning. The methods or types of learning mentioned earlier provide only some basic ideas about learning. The changes that take place in personality, attitude and interest are also consequences of certain types of learning. They take place in complex ways. As learning progresses your ability to learn also develops. If you learn you become a better person, flexible in approach and competent enough to appreciate the reality.
