Cognition and Human Learning

Learning is a fundamental aspect of the human experience. There are many ways one hears people talking about learning. “I learned fractions today.” “I’m learning Spanish.” “I learn best by doing.” “I learned about the bombing of Pearl Harbor.” “I’ve learned to drive an alternate route during the first week of classes to avoid traffic.” “I am learning photography.” “I learn more when I have to teach it to someone else.” Each of these statements indicates something important about learning, whether it is the result of learning (e.g., solving problems involving fractions, knowing about Pearl Harbor, speaking Spanish) or the act of learning (e.g., by doing or teaching others).

Learning is generally defined as the acquisition of knowledge. Knowledge is the result of learning, and it comprises a range of outcomes from information to skills to attitudes or dispositions. The act of learning or how knowledge is acquired refers to the process of learning. It is during the process of learning that cognition comes into play because cognition involves mental activity such as perceiving, comprehending, and remembering—all processes that are critical to learning. In addition, when one considers how learning occurs, it becomes evident that some learning occurs by design, through study or instruction, whereas other learning happens unintentionally simply through experience. Learning to solve problems with fractions, for example, is a skill acquired in school primarily through instruction. Learning to speak Spanish, by contrast, could be facilitated through instruction or through immersive experience in a country where Spanish is the dominant language spoken. Learning to drive an alternate route is likely to have occurred through experience by trying out different routes until one is found that enables the driver to avoid the offending traffic. Understanding what learning is and how it occurs provides the foundation for designing effective instruction and making appropriate decisions about what learning tools and educational technologies will best facilitate a desired learning outcome. This entry discusses the outcomes of learning, how learning occurs, and metacognition.