Learning and cognition - Research Paper Example

Learning and Cognition Learning and Cognition Learning is a complex and systematic process that occurs throughout an individual’s lifetime. From a psychological point of view, learning begins at birth and continues through adulthood to old age. It happens both consciously and unconsciously. The skills and knowledge acquired are important for enabling humans to adapt to their environment accordingly. Using these, they are able to address a host of challenges that they encounter as well as co exist with each other peacefully.

This is at the core of sustainable living that is idyllic and advocated for by each and every individual. This paper reviews the relationship between learning and cognition. To clearly establish this relationship, it begins by underscoring the concept of learning and the two distinct types of learning.Ormrod (2012) defines learning as the process of knowledge acquisition that occurs through experience, instruction or study. The process is systematic and the relative knowledge or skills tend to be specific.

Learning culminates in change in behaviour and seeks to improve performance of an individual. Also worth mentioning is the recognition that learning is permanent and therefore leads to durable change in an individual’s behaviour and way of thinking. Conversely, behaviour contributes in different ways to the process of learning. Essentially, behaviour defines human attitudes towards learning. It is manifested through relative actions and decisions (Illeris, 2004). Thus positive behaviours are supportive of learning and vice versa.

Although in most instances, it is widely agreed that learning influences changes in behaviour. From a psychological point of view, there are two distinct types of learning. These include operant conditioning and classical conditioning. In classical conditioning type of learning, a stimulus attains the ability to evoke a certain reflective response which was initially evoked by another different stimulus. Operant conditioning on the other hand is a type of learning through which voluntary behaviour tends to be strengthened whenever it is reinforced and weakened if punished.

According to Kim and Axelrod (2005), it is worth noting that the voluntary behaviour in this case is non-reflective and controllable.There is a strong relationship between learning and cognition. Basically, these two processes are intricate and augmenting in nature. Put differently, learning contributes directly to cognition and cognition supports the process of learning. As aforementioned, learning constitutes the acquisition of skills and knowledge. In his research, Illeris (2004) indicates that cognition entails the process of attaining the particular skills or knowledge.

In this regard, the process of learning cannot take place without cognitive ability. Cognitive processes that support learning include knowing, remembering, thinking, problem solving and so forth.This can be demonstrated through the following example. When an infant tries to reach for her toy with a hand and fails, she may attempt to reach it again by rolling closer to it. If she still cannot reach the toy, she may decide to scoot closer to the toy. Upon getting the toy, she may decide to put it in the mouth or shake it.

In this regard, the infant has used various problem solving approaches to attain her goal. Using other strategies, she will be able to learn different qualities about the toy. For instance, when she puts the toy in the mouth and it tastes bitter, it is unlikely that she will ever put it in the mouth again. Notably, this is attained through experience. At this point, it cannot be disputed that learning and cognition share an intricate relationship.ReferencesIlleris, K. (2004). The three dimensions of learning.

Malabar, Fla: Krieger Publishing.Kim, T. & Axelrod, S. (2005). Direct instruction: An educator’s guide and plea for action. The Behavior Analyst Today, 6 (2), 111.Ormrod, J. (2012). Human learning. Boston: Pearson.