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Learning is defined as acquiring lasting changes in understanding, knowledge, behavior, skills, values, attitudes, and preferences, occurring through both immediate and repeated experiences.
Learning is the process of acquiring new understanding, knowledge, behavior, skills, values, attitudes, and preferences. It is found in humans, many other animals, and some machines, and there is evidence that some plants can show learning-like changes. Learning can be immediate after a single event (e.g., withdrawing after being burned), but many skills and knowledge develop through repeated experience, with changes often lasting for a lifetime and being difficult to distinguish from information that cannot be retrieved. The scope of learning includes both conscious and unconscious forms and spans multiple mechanisms and contexts. Learning can occur through non-associative processes (such as habituation and sensitization), associative processes (such as classical conditioning and operant conditioning), and social mechanisms (such as observational learning and imprinting). It also includes broader developmental and cultural processes like play and enculturation, and it is studied across disciplines including educational psychology, neuropsychology, experimental psychology, cognitive science, and pedagogy. Learning is further shaped by factors such as instructional techniques, genetics, socioeconomic and physical conditions, psychological and epigenetic influences, and differences between adult and children’s learning.
Learning is defined as acquiring lasting changes in understanding, knowledge, behavior, skills, values, attitudes, and preferences, occurring through both immediate and repeated experiences.
The scope of learning covers multiple mechanisms (non-associative, associative, and social learning) and broader developmental/cultural forms (e.g., play and enculturation), studied across many scientific and educational fields.
Learning outcomes depend on multiple factors, including instructional methods, physical and socioeconomic conditions, psychological motivation and attitudes, genetics, epigenetic processes, and age-related differences between children and adults.
The process of acquiring new understanding, knowledge, behavior, skills, values, attitudes, and preferences.
A relatively permanent change in response strength to a single stimulus due to repeated exposure, without requiring association with another stimulus.
A non-associative learning process where components of an innate response diminish when a stimulus is repeated.
A non-associative learning process where responses progressively amplify after repeated exposure to a stimulus.
Learning in which an organism forms an association between two stimuli or events.
A form of associative learning where a previously neutral stimulus becomes able to elicit a response after repeated pairing with an unconditioned stimulus.
A form of associative learning where behavior becomes more or less likely depending on reinforcement or punishment following the behavior.
Learning that occurs by observing others’ behavior, often relying on social models rather than direct reinforcement.
Rapid learning at a particular life stage, often forming strong associations (e.g., filial imprinting) that appear largely independent of consequences.
The process by which people learn values and behaviors appropriate to their surrounding culture.
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