Cognition is an important part of learning. Behavior is the gauge of learning but the importance of how the brain and body assimilate stimuli to produce behavior is of major concern for scientists. Learning comes through two types of conditioning and thus is categorized into two kinds. However, before explaining these two types a definition of learning is necessary.
What is Learning?
A concise definition of learning comes from a revision of Kimble’s 1961 definition which stated that reinforcement of behavior that resulted in change was learning. Revising that definition, with more recent accepted belief, learning can be described as behavior that is changed in a fairly permanent way coming from experience but not from a change in the physical condition of the body. (Hergenhahn and Olson, 2005)
The Two Kinds of Learning
Scientists generally agree that learning comes from conditioning. Conditioning comes in two types, classical and instrumental, and therefore learning is generally described as being of two kinds.
According to Hergenhahn and Olson (2005) classical conditioning is conditioning that takes the place or enhances normal unconditioned stimulus. An example is reaction to food. A normal unconditioned response is salivation from the smell or sight of food. By introducing a stimulus with the smell or sight of food and pairing this conditioned stimulus with the unconditioned stimulus many times a test subject will begin to salivate from this new stimuli. This response through association is directly related and controlled by the producer of the stimuli and not in control by the subject.
When the control of the stimulus shifts to the subject a different form of conditioning happens called instrumental conditioning. In this case the subject organism in study must behave in some way in order for reinforcement to happen. An example of instrumental conditioning is displayed by using the Skinner box, a laboratory test box, which has a lever for a rat to press to get food. This is a type of instrumental conditioning because the rat must press the lever to get food. The pressing of the lever is the necessary action of the rat for reinforcement to happen.
Cognition
As mentioned conditioning in two forms is fundamental learning. This learning is reinforced by behavior either conditioned or unconditioned. The brain with sensory perception through cognition is the determining factor in both kinds of behavior. Perhaps a behaviorist has only an interest in learning through behavior but a cognitive scientist looks for how the brain uses sensory perception to produce behavior.
Sinervo (1997) wrote of the importance of cognition in learning Data is manipulated by the brain and stored in memory to use as necessary. Cognition determines behavior that can supersede unconditioned responses like hunger. An animal may decide not to eat even when there is plenty of food available because of different priorities. This is an example of cognition in the learning process. The organism cognitively intercedes when an unconditioned response happens. Again food is the classic example. A human being may be starving and yet not eat like in the case of a family with not enough food. The mother or father in this situation may refrain from eating so the children can eat.
Sinervo (1997) explains two important aspects of learning are habituation and sensitization. Although unconditioned responses are repetitive overstimulation can result in inhibiting the response. This was proved in experiments with snails. Initially poking a snail gave an expected withdrawal of the snail into its shell. However, over time the snail became accustomed to the prodding and no longer withdrew into its shell. In sensitization a hungry animal is easily trained to attack for food but the training supersedes the hunger and the animal will attack readily even if fully satiated.
Conclusion
Learning is gauged by behavior and controlled by cognition. This control is limited by an organism’s ability to assimilate information through sensory perception. This ability is also has limits in how quickly and how well an organism can adapt and manipulate environmental changes. Life is dynamic, constantly adapting and changing. The dynamic process of life requires adaptation which is a process of learning resulting in behavior. Life being dynamic the field of learning is also dynamic and so scientists must pursue a non-catchable quarry. However, the importance of understanding learning is clear. The vast amounts of information that the human brain must absorb are growing at an ever increasing speed. Therefore, humans either learn to learn faster or give up that task to artificial intelligence…a dependency that seems to have already arrived.
References
Hergenhahn, B.R.& Olson, M.H.(2005). Theories of learning, 7th Edition, Pearson-Prentice Hall.
Sinervo, B. (1997). Animal behavior-learning and cognition, Department of Ecology and Evolutionary Biology, USCS, Retrieved July 21, 2008 from
http://bio.research.ucsc.edu/~barrylab/classes/animal_behavior/
LEARNING.HTM#anchor305858