definition of learning

Definition of learning presupposes understanding of processes clarifying behavioral modifications occurring as a result of efforts during study and teaching. Learning reflects individual experience acquired with practice. The perception and alteration of behavior are inseparable constituents of learning. The purpose of definition of learning is to give explication that would be useful for universal application.

As a matter of fact the notion of learning in definition of learning directs to a specific psychological activity. The case is, however, that the learning experience is so diversified and multifaceted that it may become difficult to embrace the definition of learning into short description. It may be difficult to offer the definition of learning that would completely satisfy all needs. However, such definition of learning as that "Learning is a comparatively stable modification of behavioral potential as a result of unbreakable practical activity" describes this process quite adequately.

However, scientists affirm that modern definition of learning does not cover all aspects of this complex process. Experts think that it is good to discriminate expressive definition of learning from academic endeavors of definition of learning. The definition of learning is related to the intricate patterns of way of thinking, solving the tasks, intellect and language activity.

The definition of learning may also imply the modification, but not necessary an upgrading or progress. The indication in definition of learning to comparatively stable modification might also include temporary changes that depend on additional causes such as tiredness, medications, and changing motivations. The definition of learning puts a question about permanence and transitory character of knowledge acquisition.

The definition of learning also comprises the importance of motivation; the conveyance of already learned skills to acquiring of new ones at various stages of learning; the mechanisms and nature of information recollection as well as forgetting. Researchers also investigate such aspects of definition of learning as imagination, noesis, consciousness, and making choice. Learning and recollection are associated with transformations in the brain. The results of learning are imprinted in the central nervous system and at first are reversible; only later deeper and more enduring nervous modifications occur. Thus, scientists speak about the short-term memory and long-term memory.

Some psychologists suggest that one single theory in definition of learning cannot explain all arrays of events accompanying this multidimensional process. Gestalt psychologists affirm that the learning development presupposes the reorganization of environmental connections. Psycholinguists think that language learning engages countless words and associations and this cannot be explained only by a single theory. Psycholinguists affirm that some fundamental structures are involved in language learning and these structures may even bear inherited traits.