Learning Learning is the process by which experience or practice results in a relatively permanent change in behavior or potential behavior.

Conditioning is the acquisition of specific patterns of behavior in the presence of welldefined stimuli. Classical conditioning is a type of learning in which a response naturally drawn by one stimulus comes to be drawn by a different neutral stimulus. This is also called Pavlovian conditioning. Ivan Pavlov, a ussian scientist, discovers classical conditioning almost by accident while studying digestive processes. !e trained a dog to salivate at the sound of a bell by presenting the sound "ust before food was brought into the room. #ventually the
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dog began to salivate at the sound of the bell alone. %lassical conditioning has been applied in many ways including in advertising and in explaining phobias, drug dependence and learned taste aversion. In the past two decades, research has shown that in classical conditioning there are biological constraints on the ease with which particular stimulus can be associated with particular responses. Social Learning theory: &ccording to social learning theory, the most effective industrial method occurs when the sub"ect observes a model. 'edia plays a vital role for influencing human thoughts and action. It should provide models that demonstrate socially constructive behavior.

Learning by observing: )ocial learning theory argues that we learn "ust not from firsthand experience, but also from watching others or by hearing about something. )uch observational learning stresses the importance of models in our lives. To imitate a model*s behavior, we must pay attention to what the model does+ remember what the model did on a certain occasion and convert what we learned from the model into action. )ocial cognitive learning theory emphasi,es that learning a behavior from observing others does not necessarily lead to performing that behavior. Cognitive learning: -oth human and nonhuman also demonstrate cognitive learning, learning that is not tied to immediate experience by stimuli and reinforces. &lbert -andura contends that observational learning .learning by watching others/ accounts for many aspects of human learning. In general, cognitive theories of
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learning assert that learning is an ongoing process that proceeds independently of reinforcement. Cognitive learning in nonhumans: esearches have demonstrated that nonhuman can easily be classically conditioned, that they can be taught to perform whole patterns of operant behaviors and they are capable of latent learning. &ll these evidence lends support to the argument that nonhumans use cognitive processing in learning. Latent learning is the learning that is not immediately reflected in a behavior change. & learned mental image of a spatial environment that may be called on to solve problems when stimuli in the environment change is called cognitive map.

Managing learning activities: There are three ma"or components of the instructional situation. They are2 3b"ectives Practice activities #valuation 3b"ectives identify e.g. what the student should be able to do as a result of the learning experience and they can be specified at various levels of difficulty. They concern learning in three domains2 cognitive, motor and effective. In practice activities, distributed learning is more efficient than massed learning because rest periods decrease fatigue, raise motivation and improve recall. Learning must be inferred from performance. It is evaluated by various tests and then the results are commonly displayed
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as performance curves. They must be interpreted with caution. 'otivation, reward and punishment are also important factor regarding learning.