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Learning is the acquisition of understanding, knowledge, behavior, skills, and preferences, and it can be immediate or built through repeated experience.
Learning is the process by which humans, other animals, and some machines acquire new understanding, knowledge, behavior, skills, values, attitudes, and preferences. It can occur immediately after a single event (e.g., reacting to pain from a hot stove) or gradually through repeated experience, and the resulting changes can persist for a lifetime. Learning begins early (possibly even prenatally) and continues throughout life through ongoing interactions with the environment. The scope of learning is broad: it is studied across multiple disciplines such as educational psychology, neuropsychology, experimental psychology, cognitive science, and pedagogy. Research identifies many kinds of learning, including non-associative learning (e.g., habituation and sensitization), associative learning (e.g., classical and operant conditioning), and social or complex forms such as observational learning, imprinting, and play. Learning can be conscious or unconscious, and it can be shaped by factors like instructional techniques, genetics, socioeconomic and physical conditions, psychological and epigenetic mechanisms, and differences between children’s and adults’ learning.
Learning is the acquisition of understanding, knowledge, behavior, skills, and preferences, and it can be immediate or built through repeated experience.
Learning is studied across many fields and includes multiple types (non-associative, associative, and social/complex forms) that may be conscious or unconscious.
The scope of learning also includes how learning evolves (e.g., when learning is favored over innate behavior) and how it is influenced by biological, environmental, and instructional factors.
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 linking two stimuli.
A non-associative learning process where an innate response to a stimulus diminishes when the stimulus is repeated.
A non-associative learning process where repeated exposure to a stimulus progressively amplifies a response.
Learning in which an organism forms associations between stimuli or events.
A form of associative learning where a neutral stimulus becomes able to elicit a response after being paired with an unconditioned stimulus.
A form of associative learning where behavior is shaped by reinforcement or punishment following actions.
Learning that occurs by observing others’ behavior, often as a form of social learning.
Rapid learning at a particular life stage where young animals form associations that guide later behavior.
Learning in which learners take control of their learning experience and monitor understanding using metacognitive strategies.
The process by which people learn values and behaviors appropriate to their surrounding culture.
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