Learning is defined in the oxford dictionary as the attainment of knowledge or skills through study, experience, or being taught. It is universally acknowledged that learning is a process that can develop an individual’s knowledge and behaviour; however this process can be changed depending on their ability and facilities surrounding their environment. In this assignment I will be mentioning two learning methods, one that I benefited from and one that I did not with my previous experiences. In 1902 Pavlov proposed the theory of classical conditioning, which emphasises on the response that is evoked from stimuli. From his first initial theory he concluded that unconditioned responses are not required to be taught. For example dogs salivating
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L. Thorndike did not believe that it was comprehensive because most behaviour in the natural environment was not simple enough to be explained by Pavlov 's theory. He conducted an experiment where he put a cat in a cage with a latch on the door and a piece of salmon outside of the cage. After first trying to reach through the cage and then scratching at the bars of the cage, the cat finally hit the latch on the door and the door opened. Through the use of repetition of the experiment enabled the cat to understanding making the response of it realising the latch occur sooner. Thorndike’s assumption outlines that the behaviour that produces a desired effect becomes dominant and therefore occurred faster .He argued that more complicated behaviour was influenced by anticipated results, not by a triggering stimulus as Pavlov illustrated. (Schwartz & Lacey 1982, pp. 24-26).
The social development theory was introduced by Lev Vygotsky. He proposed that social interaction plays a fundamental role in the process of cognitive development. Every function in the child’s cultural development appears twice: first on a social level and then on an individual level. (Vygotsky, 1978). The concept of the zone of proximal development is the distance between a child’s actual development level as determined by independent problem solving and their higher level of potential development as determined through problem solving under adult guidance or in collaboration with more capable others
L. Thorndike did not believe that it was comprehensive because most behaviour in the natural environment was not simple enough to be explained by Pavlov 's theory. He conducted an experiment where he put a cat in a cage with a latch on the door and a piece of salmon outside of the cage. After first trying to reach through the cage and then scratching at the bars of the cage, the cat finally hit the latch on the door and the door opened. Through the use of repetition of the experiment enabled the cat to understanding making the response of it realising the latch occur sooner. Thorndike’s assumption outlines that the behaviour that produces a desired effect becomes dominant and therefore occurred faster .He argued that more complicated behaviour was influenced by anticipated results, not by a triggering stimulus as Pavlov illustrated. (Schwartz & Lacey 1982, pp. 24-26).
The social development theory was introduced by Lev Vygotsky. He proposed that social interaction plays a fundamental role in the process of cognitive development. Every function in the child’s cultural development appears twice: first on a social level and then on an individual level. (Vygotsky, 1978). The concept of the zone of proximal development is the distance between a child’s actual development level as determined by independent problem solving and their higher level of potential development as determined through problem solving under adult guidance or in collaboration with more capable others