Hello steemian, This time I'm back again to share the story with you, @ amripalu
There are many activities described as learning: acquiring vocabulary, memorizing poetry, learning to use a typewriter, and so on. There are other activities, though not quite clearly learned, that are easily classified as learning once the activity is thought out. These include the acquisition of "prejudices, preferences, and social attitudes and ideals, including all capabilities involved in interconnected human relationships.In the end, there are a number of activities that acquisition or mastery can not be classified in learning because of its utility, even if there is no can be shown directly.
In general, psychologists accept the idea that learning is a relatively permanent change in a behavioral tendency as a result of experience or practice or practice. Learning can not be explained as a behavioral change based on a tendency of innate response, maturity, or temporary organizational properties such as fatigue, drug delivery, unconsciousness, and so on.
The nature of the change is relatively permanent, will not return to its original state. Not applicable to changes due to a momentary situation, such as changes due to fatigue, illness, intoxication, and so on.
The process of behavior change is expressed in the form of mastery, use, and assessment of the attitudes and values of knowledge contained in various fields of study or more extensively in various aspects of life.
The changes do not necessarily follow the learning experience. Immediate changes are generally not in the form of behavior, but especially only in a person's potential to behave.
Conditions when we do not know if we do not know. An example is the state of mind of many young drivers while learning to drive. That's why younger drivers experience more accidents than older and experienced drivers. They can not (or will not) acknowledge their limited knowledge, skills and experience.
Realizing that we know, that is when we begin to have expertise on a subject, but our actions are not yet automatic. In learning this one, we must carry out all actions in the conscious level. When learning to drive, for example, we must consciously know where our hands and feet are, thinking in every decision whether to brake, turn, or change teeth.
All processes in organisms that long-term adaptation behavior change because of the results of experience.
