NIOS Class 12 Psychology Chapter 7 Learning

NIOS Class 12 Psychology Chapter 7 Learning Solutions English Medium As Per New Syllabus to each chapter is provided in the list so that you can easily browse throughout different chapters NIOS Class 12 Psychology Chapter 7 Learning Notes and select need one. NIOS Class 12 Psychology Chapter 7 Learning Solutions English Medium Download PDF. NIOS Study Material of Class 12 Psychology Notes Paper Code: 328.

NIOS Class 12 Psychology Chapter 7 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 12 Psychology Notes, NIOS Senior Secondary Course Psychology Solutions in English for All Chapter, You can practice these here.

Learning

Chapter: 7

PART – I

Module – 2: Basic Psychological Processes

INTEXT QUESTIONS 7.1

1. Define the concept of learning.

Ans: Learning is defined as the process of obtaining information or ability by studying, practising, experiencing something.

2. Differentiate between learning and maturation.

Ans: earning is defined as the process of acquiring knowledge, skills, and behaviours, whereas, maturation refers to both the mental and physical development of a person.

3. What’s the difference between instinctive behaviour and learning?

Ans: Instinctive behaviour refers to species-specific behaviour and is inherent. Learning occurs as a result of experience and practice.

INTEXT QUESTIONS 7.2 

Match the following:

Column A	Column B
1. Operant Conditioning.	(a) Insight.
2. Classical Conditioning.	(b) Imitation.
3. Observational Learning.	(c) Reinforcement.
4. Verbal Learning.	(d) Association.
5. Cognitive Learning.	(e) Free Recall.

Ans: 

Column A	Column B
1. Operant Conditioning.	(c) Reinforcement.
2. Classical Conditioning.	(d) Association.
3. Observational Learning.	(b) Imitation.
4. Verbal Learning.	(e) Free Recall.
5. Cognitive Learning.	(a) Insight.

INTEXT QUESTIONS 7.3

1. Learning the course in ‘History’ is not related to learning to ‘drive’. This is a perfect example of____________ .

Ans: Neutral transfer.

2. If the previous learning aids in new learning it is called as ____________.

Ans: Positive transfer.

3. Someone needs to learn two foreign languages but is unable to learn the second one because the previously learnt language hampers in acquiring vocabulary of another language then it is called as ____________ .

Ans: Negative transfer.

TERMINAL EXERCISES

1. How does observational learning affect behavior?

Ans: Observational learning, also known as social learning or modeling, affects behavior by enabling individuals to acquire new behaviors, attitudes, and reactions through observing and imitating others. Albert Bandura (1961) demonstrated that children learn not only through direct instruction but also by observing models such as parents, teachers, peers, and media figures. His famous Bobo Doll Experiment showed that children who observed an adult behaving aggressively toward the doll were likely to imitate similar aggressive actions, whereas children who observed a non-aggressive model displayed very little aggression. Observational learning is also influenced by vicarious reinforcement, as observers are more motivated to copy a behavior when they see the model being rewarded or appreciated for that behavior.

2. Discuss with examples how positive and negative reinforcement can be used with little children to make them learn appropriate ways of behaving.

Ans: Reinforcement is any event or stimulus that strengthens a response and increases the likelihood of a desired behavior occurring again.

Positive Reinforcement: This involves introducing a pleasant, rewarding stimulus immediately after the child exhibits the desired behavior.

Example: If a child cleans their toys and places them in the cupboard after playing (desired behavior), and the mother praises them or gives them a star sticker (positive reinforcer), the child is highly likely to repeat this clean-up routine.

Negative Reinforcement: This strengthens a desired behavior by removing or stopping an unpleasant (aversive) stimulus when the appropriate behavior is performed.

Example: If a child is constantly playing video games instead of studying, the parent may start nagging them (unpleasant stimulus). The moment the child sits down to study (desired behavior), the nagging stops (stimulus is removed). This teaches the child to study to avoid the unpleasant nagging.

Contrast with Punishment: While reinforcements aim to establish and strengthen appropriate behaviors, punishments (like withholding playtime or mild scolding) are used to weaken or suppress negative behaviors.

3. Discuss in detail the cognitive learning theory and how it is different from classical conditioning and operant conditioning?

Ans: Cognitive Learning Theory states that learning involves internal mental processes, information processing, and cognitive mapping, rather than just automatic responses to environmental triggers.

Key Theories:

(i) Insight Learning (Köhler, 1920): Working with a chimpanzee named Sultan, Wolfgang Köhler demonstrated that learning can occur suddenly through cognitive restructuring (an “Aha!” moment). Sultan figured out how to join two short sticks together to reach bananas outside his cage after sitting quietly and mentally analyzing his tools, bypassing trial-and-error.

(ii) Latent Learning (Tolman & Honzik, 1930): Edward Tolman proved that rats learn the spatial layout of a maze (forming a “cognitive map”) even without food rewards. This learning remains latent (hidden) and is only demonstrated when a reward (motivation) is introduced.

How it differs from Conditioning:

Classical Conditioning: Focuses on passive, automatic physiological associations between two environmental stimuli (e.g., Pavlov’s dog associating a bell with food).

Operant Conditioning: Focuses on behavior changes driven strictly by external consequences (rewards/punishments) following an action (e.g., Skinner’s rat pressing a lever for food).

Cognitive Learning: Emphasizes internal mental representations, insight, active thinking, and problem-solving, which can happen without immediate reinforcement.

4. What are the different schedules of reinforcement? Discuss their role in establishing a behavior.

Ans: 

Schedule of Reinforcement	Concept	Role in Establishing Behavior
Continuous Reinforcement	The desired behavior is reinforced every time it occurs.	Most effective for initially establishing or teaching a new behavior.
Fixed Ratio (FR)	Reinforcement is given after a set, predictable number of correct responses. Example: Getting a chocolate after solving exactly 5 math problems.	Produces a high and steady rate of work.
Variable Ratio (VR)	Reinforcement is given after an unpredictable and varying number of responses. Example: Slot machines or gambling.	Establishes very high response rates and is highly resistant to extinction.
Fixed Interval (FI)	Reinforcement is delivered after a fixed, predictable amount of time, provided the behavior is performed. Example: Monthly salary.	Response rates increase sharply just before the deadline or payout time.
Variable Interval (VI)	Reinforcement is delivered after an unpredictable and varying amount of time. Example: Surprise inspections or pop quizzes.	Produces a steady and moderate rate of continuous response.

5. Discuss any three ways in which different principles of learning can be applied in day-to-day life.

Ans: (i) Habits & Confidence Building (Through Reinforcement): We can shape constructive behaviors by offering rewards. For example, a child who is shy about public speaking can be given continuous encouragement, attention, and verbal praise (positive reinforcement) every time they express their thoughts, boosting their confidence.

(ii) Eliminating Tantrums (Through Extinction): The principle of extinction states that if a behavior is never reinforced, it will eventually stop. If a child throws temper tantrums (screaming, crying) to get toys, parents should completely ignore the tantrum. Deprived of attention (the reinforcer), the child learns that the tantrum is useless, and the behavior fades away.

(iii) Structuring Chores (Through the Premack Principle): This principle uses a highly preferred activity to reinforce a less preferred activity.

Example: A parent can motivate a child by saying: “You can play video games (high-probability behavior) only after you complete your homework (low-probability behavior).”

6. What are the three types of transfer of training? Give examples of each type.

Ans: Transfer of training refers to how learning one skill affects our ability to learn another.

Positive Transfer: Occurs when previous learning makes it easier to acquire a new, related skill.

Example: Knowing how to play an acoustic guitar makes it much easier to learn how to play an electric guitar because the finger placements and chords are highly similar.

Negative Transfer: Occurs when previous learning interferes with or slows down the learning of a new skill.

Example: Learning to drive a car with a manual gearbox can temporarily interfere when you switch to an automatic car, as your left foot might still automatically reach for a non-existent clutch pedal.

Neutral Transfer: Occurs when prior learning has absolutely no effect—neither positive nor negative—on the acquisition of a new skill.

Example: Learning how to cook pasta has no bearing on your ability to learn how to play the piano.

7. Define and give examples of verbal and non-verbal learning in Psychology?

Ans: Verbal Learning: This is the uniquely human process of learning to read, write, speak, and associate spoken or written language. It is studied using three major experimental methods:

(i) Paired-Associate Learning: Learning words in pairs (e.g., Cat-Milk). When presented with the “stimulus” word (Cat), the learner recalls the “response” word (Milk).

(ii) Serial Learning: Learning a list of words or items in their exact chronological order (e.g., memorizing the days of the week or steps in a recipe).

(iii) Free Recall: Learning a list of words but being allowed to recall them in any sequence (e.g., recalling a grocery list without caring about the order).

Non-Verbal Learning: This is the acquisition of motor skills, spatial orientation, or understanding of social behaviors without using words. It relies heavily on body language, gestures, facial expressions, and spatial awareness.

Example: A toddler learns that a parent’s frowned eyebrows and crossed arms (non-verbal body language) mean displeasure, and adjusts their behavior accordingly without any words being spoken.

8. What is the basic principle of operant conditioning as demonstrated by B.F. Skinner?

Ans: The core principle of operant conditioning is that behavior is shaped and maintained by its consequences. Actions that lead to satisfying consequences are likely to be repeated, while actions that lead to unsatisfying or painful consequences are weakened.

Skinner’s Demonstration: B.F. Skinner designed an apparatus called the “Skinner Box” containing a small lever and a food dispenser.

The Experiment: A hungry rat was placed inside. As the rat explored, it accidentally bumped against the lever. This action immediately released a food pellet (reinforcement).

The Outcome: The rat quickly formed an association between pressing the lever (the operant action) and receiving food (the consequence). Soon, the rat would deliberately press the lever whenever it wanted food, demonstrating how positive reinforcement strengthens voluntary behaviors.