Chapter 3 LEARNING AND HRD
Learning is defined as a relatively permanent change in behavior, cognition, or affect that
occurs as a result of one’s interaction with the environment. Several aspects of this
definition are important:
- First, the focus of learning is change, either by acquiring something new (like skill in
conducting meetings) or modifying something that already exists (like a soldier
becoming more accurate in shooting a rifle).
- Second, the change must be long-lasting before we can say learning has really
occurred
- Third, the focus of learning can include behavior, cognitions, affect, or any
combination of the three. Learning outcomes can be skillbased (climbing a utility
pole), cognitive (procedures for applying for a research grant), or affective (becoming
more safety conscious)
- Finally, learning results from an individual’s interaction with the environment.
Learning does not include behavior changes attributable to physical maturation or a
temporary condition (such as fatigue or drugs).
Association is the process by which two cognitions become paired (e.g., “dozen” and
“twelve items”), so that thinking about one evokes thoughts about the other. Three
principles that influence the learning of associations include:
1. Contiguity—Objects that are experienced together tend to become associated with
each other. For example, learning vocabulary in a foreign language usually involves
pairing a new word with an object or picture of an object (like the German word
Katze and a picture of a cat)
2. The Law of Effect—As discussed in Chapter 2, the law of effect states that a behavior
followed by a pleasurable consequence is likely to be repeated.
3. Practice—Repeating the events in an association will increase the strength of the
association. For example, the more times someone rappels down a cliff or wall, the
more adept he or she becomes at rappelling. But practice alone is not enough to
Learning is defined as a relatively permanent change in behavior, cognition, or affect that
occurs as a result of one’s interaction with the environment. Several aspects of this
definition are important:
- First, the focus of learning is change, either by acquiring something new (like skill in
conducting meetings) or modifying something that already exists (like a soldier
becoming more accurate in shooting a rifle).
- Second, the change must be long-lasting before we can say learning has really
occurred
- Third, the focus of learning can include behavior, cognitions, affect, or any
combination of the three. Learning outcomes can be skillbased (climbing a utility
pole), cognitive (procedures for applying for a research grant), or affective (becoming
more safety conscious)
- Finally, learning results from an individual’s interaction with the environment.
Learning does not include behavior changes attributable to physical maturation or a
temporary condition (such as fatigue or drugs).
Association is the process by which two cognitions become paired (e.g., “dozen” and
“twelve items”), so that thinking about one evokes thoughts about the other. Three
principles that influence the learning of associations include:
1. Contiguity—Objects that are experienced together tend to become associated with
each other. For example, learning vocabulary in a foreign language usually involves
pairing a new word with an object or picture of an object (like the German word
Katze and a picture of a cat)
2. The Law of Effect—As discussed in Chapter 2, the law of effect states that a behavior
followed by a pleasurable consequence is likely to be repeated.
3. Practice—Repeating the events in an association will increase the strength of the
association. For example, the more times someone rappels down a cliff or wall, the
more adept he or she becomes at rappelling. But practice alone is not enough to
