Worksheet Solutions: Learning | Psychology Class 11 - Humanities/Arts PDF Download

Fill in the Blanks

Q1: Learning is defined as a "long-lasting modification in behavior or potential behavior that is the result of an individual's __________."
Ans: experiences
Learning is a result of experiences and the changes in behavior or potential behavior are attributed to these experiences.

Q2: Classical conditioning involves pairing a conditioned stimulus (CS) with an unconditioned stimulus (UCS) to elicit an unconditioned response (UCR). Over time, the CS becomes a __________ that elicits a conditioned response (CR).
Ans: conditioned stimulus
In classical conditioning, the previously neutral CS becomes associated with the UCS and triggers a CR.

Q3: In operant conditioning, positive reinforcement increases the probability of a response by providing a __________ outcome for the behavior.
Ans: positive outcome
Positive reinforcement involves rewarding a behavior to increase the likelihood of its occurrence.

Q4: Extinction refers to the gradual disappearance of a learned response when the __________ that previously followed it is removed.
Ans: reinforcement
Extinction occurs when the reinforcement is no longer provided for a learned response, leading to the response's fading.

Q5: Observational learning, also known as __________, is influenced by whether the model's behavior is rewarded or punished.
Ans: social learning
In observational learning, individuals observe and imitate others, and the consequences of the model's behavior impact the observer's behavior.

Q6: Insight learning refers to the sudden realization or understanding of a problem that leads to a solution without the need for __________ learning.
Ans: trial-and-error
Insight learning involves a unique, "aha" moment where understanding occurs without a gradual process of trial and error.

Q7: Verbal learning involves acquiring knowledge about objects and events through __________.
Ans: words
 Verbal learning is the process of acquiring knowledge through language and words.

Q8: Natural concepts are __________ and difficult to learn.
Ans: ill-defined
Natural concepts are broad categories that may not have precise definitions, making them challenging to learn.

Q9: In skill learning, the transfer of learning is the process by which a person can apply learned skills from one situation to another __________ situation.
Ans: related
Transfer of learning involves using skills learned in one context in a similar context.

Q10: Learning disabilities can encompass a diverse range of disorders that lead to challenges in acquiring skills related to __________, writing, speaking, reasoning, and mathematics.
Ans: reading
Learning disabilities can affect various areas of skill development.

Assertion and Reason Based 

Q1: Assertion: Classical conditioning involves pairing a conditioned stimulus (CS) with an unconditioned stimulus (UCS).
Reason: The CS becomes a signal that predicts the occurrence of the UCS.
(a) Both the assertion and reason are true, and the reason is the correct explanation of the assertion.
(b) Both the assertion and reason are true, but the reason is not the correct explanation of the assertion.
(c) The assertion is true, but the reason is false.
(d) The assertion is false, but the reason is true.
Ans: (a)
Classical conditioning involves pairing the CS and UCS, and the CS becomes a signal predicting the UCS, explaining the reason for the assertion.

Q2: Assertion: Operant conditioning is a type of learning in which behavior is shaped through successive approximations.
Reason: Shaping involves the positive reinforcement of responses that increasingly resemble the desired response.
(a) Both the assertion and reason are true, and the reason is the correct explanation of the assertion.
(b) Both the assertion and reason are true, but the reason is not the correct explanation of the assertion.
(c) The assertion is true, but the reason is false.
(d) The assertion is false, but the reason is true.
Ans: (a)
Operant conditioning uses shaping to refine behavior through positive reinforcement, and this is the reason for the assertion.

Q3: Assertion: In observational learning, children often learn behaviors by observing and imitating adults.
Reason: Observational learning is also known as social learning or modeling.
(a) Both the assertion and reason are true, and the reason is the correct explanation of the assertion.
(b) Both the assertion and reason are true, but the reason is not the correct explanation of the assertion.
(c) The assertion is true, but the reason is false.
(d) The assertion is false, but the reason is true.
Ans: (a)
Observational learning involves observing and imitating others, especially adults, and the reason explains why children often learn this way.

Q4: Assertion: Insight learning refers to the sudden realization or understanding of a problem.
Reason: In insight learning, there is a specific cognitive relationship between the means and the end of a problem-solving task.
(a) Both the assertion and reason are true, and the reason is the correct explanation of the assertion.
(b) Both the assertion and reason are true, but the reason is not the correct explanation of the assertion.
(c) The assertion is true, but the reason is false.
(d) The assertion is false, but the reason is true.
Ans: (a)
Insight learning involves sudden understanding, and the reason explains the cognitive aspect of this type of learning.

Q5: Assertion: Learning disabilities are challenges in acquiring skills related to reading, writing, speaking, reasoning, and mathematics.
Reason: The root cause of learning disabilities can be traced back to issues in the central nervous system.
(a) Both the assertion and reason are true, and the reason is the correct explanation of the assertion.
(b) Both the assertion and reason are true, but the reason is not the correct explanation of the assertion.
(c) The assertion is true, but the reason is false.
(d) The assertion is false, but the reason is true.
Ans: (b)
Learning disabilities affect various skills, and the reason correctly identifies the central nervous system as a potential root cause.

Very Short Answer Type Questions

Q1: What is classical conditioning?
Ans: Classical conditioning is a type of learning in which an organism learns to associate two stimuli together and respond to a previously neutral stimulus in the same way it responds to the other stimulus.

Q2: Define unconditioned stimulus (UCS).
Ans: An unconditioned stimulus (UCS) is a stimulus that naturally elicits a specific response without any prior learning.

Q3: What is positive reinforcement in operant conditioning?
Ans: Positive reinforcement in operant conditioning refers to the process of strengthening a behavior by adding a desirable stimulus or reward following the behavior.

Q4: Explain the concept of extinction in learning.
Ans: Extinction in learning refers to the gradual disappearance of a learned behavior when the reinforcement or reward for that behavior is no longer provided.

Q5: What is observational learning also known as?
Ans: Observational learning is also known as social learning or modeling.

Q6: Give an example of insight learning.
Ans: A chimpanzee using a stick to retrieve food from a narrow tube is an example of insight learning.

Q7: What are natural concepts in learning?
Ans: Natural concepts in learning are mental representations of categories that are formed based on shared characteristics and experiences.

Q8: Describe the concept of transfer of learning.
Ans: Transfer of learning refers to the application of knowledge or skills learned in one situation to another similar or related situation.

Q9: Mention one factor that can facilitate learning.
Ans: Motivation is one factor that can facilitate learning.

Q10: What is the root cause of learning disabilities?
Ans: The root cause of learning disabilities can vary and may include genetic, environmental, or neurological factors.

Short Answer Type Questions

Q1: Explain the process of classical conditioning with an example.
Ans: Classical conditioning is a type of learning where an individual learns to associate a neutral stimulus with a reflexive or automatic response. This process involves repeated pairings of the neutral stimulus with an unconditioned stimulus that naturally elicits the response. Eventually, the neutral stimulus alone can elicit the response, becoming a conditioned stimulus.
For example, consider the case of Pavlov's dogs. Pavlov paired the sound of a bell (neutral stimulus) with the presentation of food (unconditioned stimulus), which caused the dogs to salivate (unconditioned response). After repeated pairings, the dogs began to salivate at the sound of the bell alone, even without the presence of food. In this case, the sound of the bell became a conditioned stimulus that elicited a conditioned response of salivation.

Q2: Differentiate between positive reinforcement and punishment in operant conditioning.
Ans: In operant conditioning, positive reinforcement and punishment are two different consequences that can influence the likelihood of a behavior recurring.
Positive reinforcement involves the addition of a desirable stimulus to increase the probability of a behavior. For example, if a child receives a sticker for completing their homework, the sticker acts as a positive reinforcer, making it more likely that the child will continue to complete their homework in the future.
On the other hand, punishment involves the addition of an aversive stimulus to decrease the probability of a behavior. For instance, if a student is scolded for talking in class, the scolding acts as a punishment, reducing the likelihood of the student engaging in disruptive behavior again.
In summary, positive reinforcement aims to strengthen a behavior by adding something desirable, while punishment aims to weaken a behavior by adding something aversive.

Q3: Describe the concept of generalization in learning.
Ans: Generalization in learning refers to the tendency to respond in a similar manner to stimuli that are similar to the original conditioned stimulus. It occurs when an individual applies what they have learned in one situation to other similar situations.
For example, if a child is conditioned to fear a specific dog, they may generalize this fear to other dogs that share similar characteristics, such as size, color, or breed. The child may exhibit fear responses, such as avoidance or anxiety, towards any dog they encounter, even if they have not previously experienced negative interactions with those dogs.
In generalization, the individual perceives similarities between the original stimulus and the new stimulus, leading to a similar response. The degree of generalization can vary, with some individuals showing a broad generalization across similar stimuli, while others may exhibit a more specific response to only very similar stimuli.

Q4: How does discrimination occur in the context of learned responses?
Ans: Discrimination in the context of learned responses refers to the ability to differentiate between similar stimuli and respond selectively to specific stimuli while not responding to others. It involves the opposite process of generalization.
Through discrimination, an individual learns to respond differently to different stimuli based on their unique characteristics. This ability to discriminate allows for more precise and adaptive behavior in different situations.
For example, if a dog has been trained to bark when it hears a doorbell, it may initially bark at any sound that resembles a doorbell (generalization). However, through discrimination training, the dog can learn to only bark when it hears the specific sound of the doorbell and not other similar sounds, such as a phone ringing or a car horn.
Discrimination is achieved through reinforcement and repeated exposure to the specific stimulus, reinforcing the appropriate response while not reinforcing responses to other similar stimuli. Over time, the individual learns to discriminate between the relevant stimulus and irrelevant stimuli.

Q5: Discuss the "Bobo doll" experiment in observational learning.
Ans: The "Bobo doll" experiment conducted by Albert Bandura in 1961 demonstrated the process of observational learning, which involves learning by observing the behavior of others.
In the experiment, children were shown a video of an adult model aggressively interacting with an inflatable doll called the Bobo doll. The adult model displayed aggressive behaviors, such as hitting, kicking, and verbally attacking the doll. After watching the video, the children were placed in a room with the same Bobo doll and other toys.
The results showed that the children who had observed the aggressive model were more likely to imitate the aggressive behaviors they had witnessed. They replicated the actions of the adult model, displaying physical aggression towards the Bobo doll, even using similar phrases and imitating the model's movements.
This experiment highlighted the influence of observational learning, as the children acquired new behaviors by observing and imitating the actions of the adult model. It demonstrated that individuals can learn and reproduce behaviors without direct reinforcement, simply by observing others.

Q6: What is cognitive learning, and how is it demonstrated through insight learning?
Ans: Cognitive learning refers to the acquisition of knowledge and understanding through mental processes, such as perception, attention, memory, and problem-solving. It involves higher-order thinking and understanding of relationships, rather than simply associating stimuli and responses.
Insight learning is a specific form of cognitive learning that involves sudden comprehension or understanding of a problem or situation. It occurs when an individual is faced with a problem and experiences an "aha!" moment of sudden insight or understanding, leading to a solution.
For example, in Wolfgang Köhler's experiment with chimpanzees, a chimp named Sultan was presented with a problem of retrieving a banana that was out of reach. After unsuccessful attempts using trial-and-error, Sultan suddenly had an insight and used two sticks together to create a longer stick, allowing him to reach the banana.
Insight learning demonstrates the cognitive processes involved in problem-solving, as the individual gains understanding and applies mental representations and reasoning to discover a solution. It highlights the importance of cognitive factors, such as perception, memory, and reasoning, in learning and problem-solving.

Q7: Differentiate between natural concepts and artificial concepts in learning.
Ans: In learning, concepts are mental representations or categories that group together objects, ideas, or events based on shared characteristics or features. Concepts can be classified into two types: natural concepts and artificial concepts.
Natural concepts are formed based on real-world experiences and are typically based on similarities or shared features among objects or events. They are derived from direct encounters with the physical environment and are often shaped by sensory experiences. For example, the concept of a "tree" is a natural concept that represents a category of plants with certain defining characteristics, such as a trunk, branches, and leaves.
On the other hand, artificial concepts are defined by explicit rules or criteria that are created by humans. They are abstract and do not necessarily have a physical counterpart in the real world. Artificial concepts are often learned through instruction and are not based on direct sensory experiences. For example, the concept of "triangle" is an artificial concept that represents a geometric shape with three sides and three angles.
In summary, natural concepts are based on real-world experiences and sensory information, while artificial concepts are created by humans and defined by explicit rules or criteria.

Q8: Explain the stages of skill learning and the concept of transfer of learning.
Ans: Skill learning involves acquiring and improving skills through practice and experience. It typically involves three stages: the cognitive stage, the associative stage, and the autonomous stage.

• The cognitive stage: In this initial stage, the learner focuses on understanding the task and developing a mental representation of the skill. They rely heavily on conscious thought, attention, and cognitive processing. Mistakes and errors are common during this stage as the learner develops an understanding of the skill.
• The associative stage: In this stage, the learner begins to refine the skill through practice. They make fewer errors and gradually develop more efficient and effective movements or strategies. The learner starts to associate cues and feedback with specific actions, refining their motor skills and reducing the need for conscious thought.
• The autonomous stage: In the final stage, the skill becomes automatic and requires minimal conscious thought. The learner performs the skill with ease, efficiency, and automaticity. The movements or actions become ingrained and can be executed without conscious effort. The learner can also adapt and adjust the skill to different situations or contexts.

Transfer of learning refers to the application of knowledge or skills learned in one context to another context. It occurs when prior learning influences the acquisition or performance of a new skill or the application of knowledge in a different situation. Transfer of learning can be positive, where prior learning enhances new learning, or negative, where prior learning interferes with new learning.
For example, if someone learns to play the piano, they may transfer their knowledge of reading sheet music to learning a different instrument, such as the guitar. The ability to read sheet music and understand musical notation transfers from one instrument to another, facilitating the learning process.

Long Answer Type Questions

Q1: Discuss the role of reinforcement in the learning process, including primary and secondary reinforcers.
Ans: Reinforcement plays a crucial role in the learning process by strengthening the association between a behavior and its consequences. It involves providing a stimulus or reward following a desired behavior, which increases the likelihood of that behavior being repeated in the future.
There are two types of reinforcers: primary and secondary reinforcers.

• Primary reinforcers are innate and satisfy basic biological needs. Examples include food, water, and shelter. These reinforcers have a direct impact on survival and are inherently reinforcing to individuals.
• On the other hand, secondary reinforcers are learned and acquire their reinforcing properties through association with primary reinforcers. They may include praise, money, or tokens that can be exchanged for desired items. Secondary reinforcers gain their value by being linked to primary reinforcers over time.

Reinforcement can be delivered in various ways, such as positive reinforcement, negative reinforcement, and punishment. Positive reinforcement involves providing a desirable stimulus following a behavior, while negative reinforcement involves removing an aversive stimulus. Both positive and negative reinforcement increase the likelihood of the behavior being repeated. Punishment, on the other hand, involves providing an aversive stimulus or removing a desirable stimulus, which decreases the likelihood of the behavior being repeated.
Overall, reinforcement plays a vital role in shaping behavior and promoting learning by establishing a connection between behaviors and their consequences.

Q2: Explain the concept of cognitive style and how it influences learning, with examples.
Ans: Cognitive style refers to an individual's preferred way of processing and organizing information. It influences how we perceive, think, and solve problems. Cognitive styles can vary among individuals, and understanding one's cognitive style can help tailor educational strategies to enhance learning.
There are several cognitive styles, including field dependence/independence, analytic/holistic thinking, and verbal/visual processing. Field dependence refers to the extent to which an individual relies on the surrounding context when processing information. Field-dependent individuals tend to focus on the overall context and have difficulty separating details from the whole. In contrast, field-independent individuals can separate details from the context and focus on specific elements.
Analytic thinking involves breaking down problems into smaller parts and analyzing each part separately. Holistic thinking, on the other hand, involves perceiving and understanding the problem as a whole. Analytic thinkers excel in tasks that require logical analysis and step-by-step problem-solving, while holistic thinkers excel in tasks that require pattern recognition and understanding complex systems.
Verbal and visual processing styles relate to how individuals prefer to receive and process information. Verbal learners are more inclined towards using words and language to understand and remember information. They benefit from reading, listening, and discussions. Visual learners, on the other hand, prefer using images, diagrams, and visual aids to understand and remember information. They benefit from seeing information presented visually.
An individual's cognitive style can significantly influence their learning experience. By recognizing and accommodating different cognitive styles, educators can create a more inclusive and effective learning environment. For example, providing visual aids for visual learners or encouraging group discussions for verbal learners can enhance learning outcomes.

Q3: Provide an overview of learning disabilities, their symptoms, and potential treatment approaches.
Ans: Learning disabilities are neurodevelopmental disorders that affect an individual's ability to acquire and process information effectively. They can impact various areas of learning, such as reading, writing, math, and attention.
Here is an overview of learning disabilities, their symptoms, and potential treatment approaches:

• Dyslexia: Dyslexia primarily affects reading skills. Individuals with dyslexia may have difficulty decoding words, recognizing sight words, and comprehending written text. They may also struggle with spelling and writing. Treatment approaches for dyslexia often involve specialized reading instruction, multisensory learning techniques, and assistive technologies.
• Dysgraphia: Dysgraphia refers to difficulties with writing. Individuals with dysgraphia may have poor handwriting, struggle with spelling and grammar, and find it challenging to organize thoughts on paper. Occupational therapy, explicit writing instruction, and assistive technology can be beneficial for individuals with dysgraphia.
• Dyscalculia: Dyscalculia affects mathematical abilities. Individuals with dyscalculia may have difficulty understanding number concepts, performing calculations, and solving math problems. Interventions for dyscalculia may involve multisensory math instruction, visual aids, and hands-on learning activities.
• Attention-Deficit/Hyperactivity Disorder (ADHD): ADHD is characterized by difficulties with attention, impulsivity, and hyperactivity. It can affect learning by making it challenging to focus, stay organized, and complete tasks. Treatment approaches for ADHD may include medication, behavioral interventions, and accommodations in the learning environment.
• Executive Functioning Disorders: Executive functioning refers to a set of cognitive processes involved in planning, organizing, and self-regulating behavior. Individuals with executive functioning disorders may struggle with time management, organization, and problem-solving. Strategies such as breaking tasks into smaller steps, using visual schedules, and teaching self-regulation skills can be helpful.

Treatment approaches for learning disabilities often involve a multidisciplinary approach, including educational interventions, accommodations, and support services. Individualized Education Programs (IEPs) or 504 plans can be developed to outline specific accommodations and support for students with learning disabilities.

Q4: Define and explain the concept of the learning curve in psychology, including its graphical representation and significance in learning.
Ans: In psychology, the learning curve refers to the graphical representation of the relationship between learning or skill acquisition and the amount of practice or experience. It depicts how performance improves over time as individuals become more proficient in a task or acquire new knowledge.
The learning curve is typically represented as a line graph with the x-axis representing the amount of practice or experience and the y-axis representing performance or skill level. Initially, the curve tends to be steep, indicating rapid improvement or learning. As individuals gain more experience or practice, the curve becomes less steep, indicating a slower rate of improvement. Eventually, the curve levels off, indicating a plateau where further practice or experience does not significantly enhance performance.
The learning curve has several significant implications in learning and skill acquisition. It demonstrates that learning is not a linear process, but rather characterized by initial rapid improvement followed by diminishing returns. It suggests that the greatest improvements occur during the early stages of learning, and as individuals approach mastery, further improvements become more challenging to achieve.
The learning curve also highlights the importance of practice and repetition in learning. It suggests that deliberate and focused practice is necessary to achieve expertise in a particular domain. Additionally, understanding the shape of the learning curve can help educators and trainers set realistic expectations, design effective learning strategies, and provide appropriate feedback to facilitate optimal learning outcomes.
In summary, the learning curve represents the relationship between learning or skill acquisition and practice or experience. It illustrates the pattern of improvement over time and has implications for understanding the nature of learning and optimizing learning strategies.