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After reading this article you will learn about the phenomenon of learning-sets.
In certain experiments it was noticed that when monkeys are made to go through a discrimination learning task, for example to discriminate a correct red object from a wrong black object, the monkey takes many trials. However, the same monkey on subsequent discrimination learning takes much fewer trials.
If the procedure is continued, one reaches a stage where a monkey learns a new discrimination task on the first trial itself. Such a phenomenon was termed by Harlow as ‘learning-set’. The monkey acquires a set or disposition to learn and this results in faster learning which perhaps, includes use of some generalized concept or principle in the process.
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A few other experiments on this process of development of mental set showed that the development of learning set does not depend on the amount of practice on the primary learnt problems, but on the total number of problems on which there was practice. This type of learning-set that one comes across in discrimination learning problems is known as ‘object quality discrimination’.
Another type of learning-set is known as discrimination reversal learning-set. Harlow trained his animals on a series of 112 problems, each problem consisting of 7, 9 or 11 trials on a discrimination problem. This was followed by practice of trials, where the original correct response became an incorrect response and vice-versa. The monkeys gradually learnt to reverse their response. However, the sudden discovery of no reward for picking an object produced an immediate shift to the other object on all occasions.
Yet another kind of learning-set is called response-set. Here again the monkey which is involved in an object discrimination task, on the first trial of a problem, selects an object and finds, no matter whichever object is picked, there is no reward.
On second trial however, the correct response requires the monkey to choose the object for a reward. Experiments by Brown and McDowell showed that monkeys could learn these problems easily. Here it may be seen that their response-set is very similar to the discrimination reversal learning-set.
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However, there is one difference, that in the former case the animal showed its first choice per se as a cue to do, while in the latter the monkeys use the outcome of a response (sudden non-reward of a choice) as a cue to change that response. There have been other kinds of learning-sets evidenced by experiments, with not only monkeys but also other animals like rats, dolphins and even humans.
The development of learning-sets raises an important issue of a theoretical nature. How does it resolve the controversy between contiguity and non-contiguity approaches to learning? Evidence available suggests that the phenomenon of learning-sets, can involve a combination of contiguity-gradual learning, and non- contiguity learning.
The phenomenon of ‘learning-set’ originally found among animals has now assumed importance in non-animal situations. It has been shown that cognitive elements obtained in the learning situation also contribute to learning-set. Today the concept of learning-set is used in a more general connotation. Modern society has been described as learning society.
The changes taking place, in science and technology, the changes required in the nature of the adaptive response, all require that people using their previous experience should keep a stable and general learning-set, of all the types.
The volume brought out by the UNESCO “A Learning Society” highlights the need to develop a broad general learning-set or learning culture, to enable people to easily adapt to expansion of knowledge and the consequent need to devise new strategies and response systems in organisation, and other forms of changes.
It has also been highlighted that organisations and societies should foster a learning culture. It is well accepted that modern organisations have to become learning organisations to be effective, both at the organisational level, and at the level of the individual member. It is necessary to promote a general learning proneness and attach an intrinsic value to learning-set.
The development of a learning-set depends on factors including one’s past experience, in any general capacity, and the place of ‘learning’ in one’s scheme of values. The learning situation or conditions are also important. In fact from our point of view education involves developing and inculcating a learning-set, or a proneness to learn.