Psychology

Learning is one of the most important factors in human life in that it facilitates effective understanding and articulation of new aspects in life and therefore creates a platform for better living.  Through learning, Domjan (2009) explains that new discoveries are consequently made to ease problems solution.  This paper therefore provides an in-dept analysis of learning to establish how behavior affects it, the types of learning, and its relation to the cognition.

What is the definition of learning What role does behavior play in learning
The definition of learning has over the years taken divergent views from different stakeholders.  From a pedagogic point of view, it is considered to be a process where sets of new skills, preferences, knowledge or understanding are acquired in an individual.   Learning psychologists however indicate that it is the end products of a change process and therefore present acquisition of new behaviors (Matt, 2005).  Notably, the two sets of understanding present an individual with a better platform for addressing different issues that may encounter them in life.  Besides, they acknowledge the continuous nature of learning at all stages and its role in improving specific understanding.  

As Jeffrey (2007) explains, behavior in learning is very critical in providing the needed reactionary response that either points at the learning as a process or its effect.   Therefore, the behavior of the learner acts as a key facilitating factor towards acquisition of the new sets of skills either under specified or normal circumstances.   Under this consideration, the learner provides instantaneous reactionary response towards the learning process which cumulatively culminates to effective assimilation of the new skills.   Social learning theorists indicate that progression in learning follows a reciprocating model where both the immediate environment as well as the learner operates in a complementary mode.  The behavior of the learner as Nathaniel and Michael (2009) indicate, partially controls the process as the learner inclines towards considerations that have the highest positive impacts.

According to Ross (2008), behavior acts as a checkpoint for the learning process by serving as an indicator of the learning extent and therefore creating the need or progression.   Under this consideration, the behavior becomes a pointer of the success achieved in the learning process and therefore outlining the remaining outset in the attainment of the original objective.  

Myers (2008a) argues that during the learning process, an individuals behavior is cumulatively enriched.  As a result, the new behavior contributes to the pace that the actual learning takes place.  Indeed, Domjan (2009) points out that the learning process becomes much faster for the learner to achieve with behavioral changes.  

What are two different types of learning Be sure to describe each one in your response.
Psychologists classify learning into several types depending on their mode of application and objective articulation.  As a result, two major types of learning have constantly been outstanding in articulating the learning objective.   To begin with, the perceptual learning is based on an individuals response to different stimulus which they encounter and therefore involves recognition of specific stimuli which is articulated by different senses in the body (Nathaniel and Michael, 2009).  In visual perceptual learning, Matt (2005) points out that the inferior temporal cortex is responsible for visual discrimination while the dorsal streams associate it with where and when it actually took place.  As a result, this stimulus remembering involves an individuals neuronal circuits which are established in an individuals inferior temporal cortex through synaptic changes to create long term-memory (Jeffrey, 2007).  It is worth noting that special attention is often given more important features of a particular aspect or dimensions of an object or aspect.  Myers (2008a) explains that an individual must be subjected to specific stimuli repeatedly to create the long lasting learning effect.

Secondly, stimulus response learning employs the conditioning concept where individuals are believed to have the ability to not only learn but also associate with stimuli.  In a classical conditioning model, associating a given concept with a certain reward or punishment creates inherent association of the two by an individual (Ross, 2008).  McDaniel (2008) explains that for learning to occur, amygdala is involved in detecting the conditioned stimuli which is used in the learning process for reinforcement while the prefrontal cortex of the brain monitor the reinforcement seeking activity.   This method has effectively been employed in increasing the ability of learners to remember new concepts and facilitating efforts to get pre-established rewards.  Most importantly as Ross (2008) points out, it is used to create an impetus for specific objectives by discouraging wrong or bad aspects through punishments.  

What is the relationship between learning and cognition Provide several specific examples.
Learning and cognition are inherently related both in description and mode of operation.  According to Domjan (2009), learning is a process where an individual acquires new aspects of behavior, skills, values and even preferences.  Therefore, it can be seen in two folds one where no previous knowledge existed or an improvement of the existing understanding.  Cognition on the other hand as McDaniel (2008) describes it, is a highly complex process which involves processing of different information by an individual and takes place in the brain.  From the definitions, the complementary interdependence of the two is evident.  While learning facilitates collection of factual information from the environment, cognition uses this information in the thought process.  In a classroom setting, Myers (2008b) indicates that the understanding of a mathematical concept is acquired through learning however, this understanding could be combined with other information to cognitively solve other real life issues.

In his view, Matt (2005) indicates most of the learning processes require cognition for their effective completion.  For effective learning, an individual must critically employ particularistic intelligence in facilitating achievement of specific objectives.  For teachers and parents to conclude that a child is learning, it is critical that learnt aspects of social behavior are employed in their relationship with others.  Application of the learnt aspects however takes place in highly differentiated environment that requires immediate decision making to reflect the most appropriate societal expectation (Myers, 2008b McDaniel, 2008).

Behavioral representation in the society is a factor of learning and cognition in an individual.  Notably, individuals are always faced with many social demands based on beliefs, laws and even professionalism considerations.  Notably, both learning and cognition are measured on the basis of the identifiable outcome mostly depicted through an individuals behavior.  As a result, the depicted behaviors must be based on high intelligence that factors the necessary balance on an individuals expectations (Ross, 2008 Baumeister and Bushman, 2007).   Though learning may have conditioned an individual towards acting in a given manner, cognition creates accepted considerations for deviation to fit in new situations on the basis of short term objectives.

Conclusion
From the above discussion, the paper concludes by supporting the thesis statement, learning is one of the most important factors in human life in that it facilitates effective understanding and articulation of new aspects in life and therefore creates a platform for better living.  It came out clearly that behavior is a major factor in determining the efficacy of the learning process while the learning methods demand effective environment for their objectivity articulation.  Finally, learning and cognition were found out to share vast considerations that dictate their efficacy in common.