Learning and Cognition
Learning refers to the behavioral change resulting from a stimulus that causes either a permanent or temporary change. It happens due to the reinforcement of external forces. Moreover, psychology is represented as a science in this particular article. When analyzing learning in terms of behavioral change, when someone’s physical or internal conduct gradually changes due to external stimuli, it means the person is learning and gaining cognitive knowledge. I chose this particular article due to the interests I have in the topic. It helps me comprehend what contributes negatively to learning like stress and fatigue, which also affects cognitive functioning.
Learning is a complex behavior. In the process, we encounter numerous topics like how we comprehend information in our learning institutions, the environment we learn from, and what stipulates our actions. Cognitive psychology focuses on what the people involve themselves in without reflecting on the complex trait of behaviors responsible for our failures or successes (Agarwal et al., 2018). On cognitive psychology, the focus remains on the intellectual part of humans or mental operations we engage in daily.
In this particular field, many professionals have tried to simplify the concepts of learning and cognition. They include. Thorndike’s laws of Readiness which argue that a person cannot learn something that he/she is not ready to learn. Also, Gestalt theories focus on the individual as a whole to facilitate learning and cognition. Other professionals in the field include; Edward, Tulman, Albert, and also Bandura. There are theoretical perspectives in the article. It suggests that research has proved that cognitive capabilities are affected significantly by the physical and psychological exhibition of stress.
Palmer, L. K. (2013). The relationship between stress, fatigue, and cognitive functioning. College Student Journal, 47(2), 312-325.
Agarwal, P.K. & Roediger, H.L. (2018). Lessons for learning: How cognitive psychology informs classroom practice. Phi Delta Kappan, 100 (4), 8-12.