Learning: Concepts, Performance Distinctions, and Approaches

Learning: Concepts, Performance Distinctions, and Approaches

The ability to learn has been the focus of philosophical and psychological debate for hundreds of years. Through the years science explains the processes of learning through physiological and environmental approaches. Technology has given science images of the brain that allow scientists to understand the biology of learning and memory storage. Social, cognitive, and behavioral psychologists are able to explain the environmental influences of learning. Scientists have a much greater understanding of the concept of learning. They can explain the distinction between learning and performance and have developed multiple approaches to the study of learning. This information is valuable in understanding human behavior as it pertains to learning.

The Concept of Learning

The concept of learning involves a visible change in behavior. In other words, to establish that learning has taken place there must be a noticeable change in behavior (Terry, 2009). Alexander, Schallert, and Reynolds (2009) explain that there are nine principles and four dimensions of learning. According to Alexander, et al. (2009) the principles of learning include,

* Learning is change

* Learning is inevitable, essential, and ubiquitous

* Learning can be resisted

* Learning may be disadvantageous (p. 181).

Furthermore, Alexander, et al. (2009) explain the four dimensions of learning are, "what, where, who, and when" (p. 181). With the nine principles and the four dimensions in mind, the authors define learning as,

Learning is a multidimensional process that results in a relatively enduring change in a person or persons...(Alexander, Schallert, & Reynolds, 2009, p. 181).

Learning and Performance

Understanding that learning happens in the brain and is not directly observable, the evidence of learning is found in the individual's behaviors. However, learning assessments are not always accurate or perfect (Terry, 2009). For example, latent learning is the concept of learning where evidence of learning is not shown until the learner receives some type of reward. Children learn where their toys belong and how to pick them up but may not put them away until the parent presents a cookie as a reward. Performance measures are not always a good indication of learning because of the factors that limit the learner's ability to perform to the best of their ability. Anxiety and stress such as text anxiety will limit the individual from performing well. Further, stereotypes such as those that imply that women are not as proficient in math as men, can cause the individual to perform poorly (Terry, 2009).

Motivation plays a huge role in the relationship between learning and performance. In a study by Burke, et al. (2011), pertaining to the level of danger in the workplace associated with the type of safety training, the authors found that in both low and high hazardous jobs, safety training that is interactive and allows the individuals to discuss freely, are much more effective in safety performances then in safety training that is non-interactive. Further, in jobs where the risk of injury, death, or severe illness is low, the authors

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