Psychology of Learning Research Paper

The functional and behavioral aspects of the mind depict the need and desire to know when certain conceptual strategies of learning are incorporated (Desse, 1967). These concepts create space to learn effectively.

We, therefore, need to evaluate and enumerate these concepts to enhance acquisition of knowledge and proper progresses in day to day learning processes. In a bid to perform this task, I will examine the concepts of learning and enumerate several issues related to them comprehensively.

The strategies involved in acquisition of knowledge involve an arranged sequence of events with a similar goal. Acknowledging oneself as a learner is a fundamental aspect enabling effective learning. This includes determining one’s best learning strategies, assessing understanding and shifting the learning strategies appropriately. The other aspect is capturing of the subject or topic overview.

This is where a person reads a syllabus outline and gets enlightenment of the subject coverage. Splitting tasks into bits that could be understood easily is a key to effective learning. For instance, a chapter could be broken into smaller topics or time intervals before completion. This, also, incorporates evaluating their comparisons and grouping them in an easier and fast way for a person to understand.

Other aspects requiring consideration include the knowledge about why a person is learning, things that the learner is aware of, assessing understanding after each topic and requesting for help. The final aspect is about memorizing and reviewing. This stage requires commitment in ensuring that a person attained a certain idea. It involves reviewing of past papers, revising and using mnemonic devices (Terry, 2009).

Learning and performance are two related and distinct terms. Learning refers to the acquisition of new knowledge. It calls for the need and desire to obtain information and incorporate it into the mind. The concepts trigger learning and its efficiency. For instance, observing, hearing, touching, writing and reading are some of the aspect that triggers learning.

It is, also, crucial to point out that schools rarely argue about what they should learn. On the other side, performance refers to a strategy of rating the art of learning. It is unfortunate that most schools emphasize more on performance than learning. The schools argue more about the performance than learning (Engelmann, 2004).

The conceptual approaches in learning involve the substantiation of information hard to understand into simpler bits. This may involve selection and definition of contents awaiting dissemination. There are two different ways in which a person can learn. The two approaches involve the use of pervasive ideas and isolation of content topics. They cover the same contents.

However, the structures of substantiation differ. For instance, when using pervasive ideas, there is a comprehensive study of a topic regardless of the relationships that exist on certain issues. On the other hand, the second approach involves categorization of a main topic into subtopics that describe issues relating to the main topic (Mikulas, 1974).

In conclusion, conceptual learning is a tool that is vital in enhancing effective learning. I would like to recommend instructors to consider incorporating the two strategies in capturing a wider number of learners. In this way, learners will understand without discrimination.

This will improve the educational status and create room for more discoveries. Lastly, it is crucial to mention that learning is a vital tool in life. It requires appropriate structuring that could warrant penetration of information.


Deese, J., & Hulse, S. (1967). The psychology of learning (3d ed.). New York: McGraw-Hill.

Engelmann, S., & Steely, D. (2004). Inferred functions of performance and learning. Mahwah, N.J.: Lawrence Erlbaum Associates.

Mikulas, W. (1974). Concepts in learning. Philadelphia: Saunders.

Terry, S. (2009). Learning and memory: basic principles, processes, and procedures (4th ed.). Boston, Mass.: Allyn and Bacon.

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