por there are many types of learning different, depending, for example, on how many repetitions are necessary to acquire the new information, or on the role played by the learner himself in the process. In humans, a large number of different learning processes are known, which collaborate to create all our knowledge.
Learning is an activity through which a person can acquire new knowledge, behaviors, abilities, values or preferences, or modify those that had already been acquired previously. It is a common process in all animals, although the mechanisms by which each species carries it out are different.
The study of the types of learning is of great importance for a multitude of different disciplines, among which psychology, therapy, pedagogy or neuroscience stand out. Because of this, since the beginning of the science of the study of human behavior, this has been one of the most important issues within it.
Although the types of learning can be divided in many different ways, in this article we will study some of the most important, classifying them based on two criteria: according to the way of teaching, and according to the way of learning.
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Types of learning according to the way of teaching
associative learning
Associative learning is the process by which an individual is able to generate an association between two stimuli or events. It is about the type of learning that is behind phenomena such as classical and operant conditioning, and therefore it is one of the most important in the history of psychology.
When associative learning occurs, the person establishes in his mind a relationship between two elements that initially have nothing to do with each other. One of the most famous examples in history is that of Pavlov’s dogs, which were conditioned to produce saliva whenever they heard the sound of a bell.
Associative learning can basically occur in two ways. On the one hand, the relationship can cause the effects caused by one of the stimuli to be transferred to the other, as was the case in the example we have just given. This is what is known in the world of psychology as classical conditioning.
On the other hand, the person can also associate an action with a reward or a punishment, in such a way that the probability of doing it again decreases or increases depending on the associative learning that has been carried out on it. This type of learning is known as operant conditioning.
non-associative learning
The other side of the associative learning coin is non-associative. Unlike the first, in this the change in behavior, attitude or thought occurs due to the constant repetition of a single stimulus. Therefore, no relationship is established in the mind of the individual.
Non-associative learning is also a very important part of behaviorism, and it is based on two main tools: habituation and sensitization. Both forms of learning are present in most animal species, being the most common in the world. For example, it has been proven that snails and cockroaches are capable of non-associative learning.
Non-associative learning plays a very important role both in our daily lives and in specialized contexts. Thus, for example, habituation is one of the most used tools in cognitive-behavioral therapy; and awareness is essential to reduce the probability that we relate to harmful stimuli that may pose a risk to our health.
habituation
As we have already seen, habituation is one of the two main ways that non-associative learning can occur. This form of knowledge acquisition is based on the reduction of our response to a stimulus when it is repeated several times, as long as it is not especially relevant to our well-being or survival.
Habituation is one of the tools that most help us adapt to our environment. Stimuli that at first caused us a lot of discomfort can, over time, become something easily tolerable and that we don’t even pay attention to. This happens, for example, in the case of the typical noises of big cities, which at first are very annoying but over time end up becoming innocuous.
On the other hand, habituation can also work in reverse; that is, make us get used to positive stimuli and cause them to lose their strength over time. This is the basis, for example, of most types of addiction, since the person each time needs a higher dose of a substance to feel a pleasant effect when consuming it.
Sensitization
In many ways, sensitization is the opposite process of habituation. Like the previous type of learning, it is also part of the set of non-associative ones. In addition, it is also one of the main tools for adaptation to the environment that almost all animals have. However, its operation is the opposite of habituation.
In sensitization, the response to a stimulus becomes stronger as the person is exposed to it. This is generally due to one of two possible causes: either the stimulus is very novel, or it has very significant relevance to the well-being or survival of the individual.
Thus, for example, people with a phobia generally present a process of sensitization towards the stimulus that scares them. This implies that, instead of the discomfort decreasing as the individual is exposed to their phobic stimulus, on the contrary, it increases more and more until it becomes intolerable.
Significant learning
Significant learning is a knowledge acquisition process in which the person is able to retain new information because it associates it with that which was already present in their brain. In doing so, both new and old data are modified and reconstructed, influencing each other in the process.
Meaningful learning theory is found within constructivist psychology, and was first proposed by psychologist David Ausubel. According to this expert, the new learning will depend on the mental structures that already existed previously, which in turn are modified based on the new information that has been acquired.
Since the creation of this theory, most educational systems throughout the Western world have tried to focus on creating the necessary conditions for meaningful learning to occur in their students. This is because, in theory, information acquired in this way is retained longer in memory and can be used more easily.
experiential learning
As its name indicates, experiential learning is that which is produced through the individual’s direct experience, and through the reflection that the individual carries out on his own actions. This is a process opposite in many ways to memory-based knowledge acquisition, which is most widely used in traditional educational settings.
In experiential learning, the student takes the leading role because it is his own actions that will determine the quality of the knowledge he acquires. In this way, this form of learning is related to others such as active, cooperative or situated.
Traditionally, this type of learning has been applied above all to the acquisition of specific skills, normally related to physical movements and handling of the body. For example, learning to drive is achieved primarily through the individual’s own experience.
However, some modern educational models propose to use experiential learning in more theoretical subjects, with the aim that the acquired knowledge can be better established in the memory than they do with other less practical approaches. Despite the fact that this method is not yet widespread, its popularity continues to grow over the years.
receptive learning
Contrary to experiential learning, within receptive learning the fundamental role is played by the teacher or educator. This is in charge of transmitting to the students a series of knowledge that is already verified, elaborated and processed, in such a way that the students only have to memorize them. This is usually done through repeated exposure to them.
Responsive learning is the most widely used within traditional education systems, and continues to be of great importance even today. Teaching based on this type of learning is present in practically all schools, institutes and universities in the world.
However, studies on receptive learning suggest that it is one of the least efficient ways of acquiring new knowledge. This is because, since students do not have to process the information that comes to them externally, it is much more difficult for them to memorize it and retain it in their minds in the long term.
As we have already mentioned, receptive learning is based primarily on pure memory, so students are not expected to process or reflect on the information they receive.
Cooperative learning
Collaborative learning is a theory that aims to turn the usual knowledge acquisition process into a social experience in which students collaborate with each other to achieve more complicated goals and carry out tasks that they could not achieve alone.
Collaborative learning is based in part on the theory of the zone of proximal development proposed by Lev Vygotsky. This Russian psychologist affirmed that there are certain lessons that we can only carry out if we have the help of another person. Other more modern thinkers, such as John Dewey, expanded this theory and turned it into the one we know today.
Proponents of meaningful learning believe that the acquisition of traditional knowledge is based on independence. On the contrary, this new way of learning is about interdependence; that is, the collaboration in which the sum of the parts is greater than these separately.
Some of the most important ideas of meaningful learning theory are the formation of groups, the presence of positive interdependence, equal participation and the importance of individual responsibility of each of the students.
Collaborative learning
Collaborative learning is a form of cooperative learning in which students work in small groups made up of students with different levels and abilities. In this way, they can reinforce each other to achieve objectives that they could not otherwise achieve.
In collaborative learning, each…