Learning

Learning is a ubiquitous process across the human life span. Typically, learning is defined as a change in thoughts and behavior via new information that typically modifies and builds on existing prior knowledge. For example, an infant may learn the sequence of events leading from bath time to bed time if the sequence is repeatedly carried out by the caregiver in a similar way (e.g., turning the faucet on, filling the tub, taking a bath, the scent of lavender soap, drying off, getting dressed in pajamas, getting read to, being tucked in, and finally turning off the lights). Learning this sequence allows the infant to predict future events at earlier stages (e.g., when the bath water begins to run). Some main purposes of learning are to adapt to a new situation by predicting future events, becoming more proficient at familiar tasks by completing tasks faster and more accurately, and finding relevant information for future learning. Therefore, learning can be operationally defined as a significant increase in performance on a task, either under known conditions (proficiency) or new conditions (prediction). This entry describes learning from infancy through maturity as well as individual factors influencing learning and learning as a computation.

There have been thousands of studies in the past century on learning that delineate different types of learning (e.g., classical conditioning, associative learning, statistical learning) and the circumstances under which learning occurs across both shorter and longer time scales. Across longer time scales, scientific studies show differences in learning strategies and outcomes across the life span by providing insight into cognitive and environmental factors that play important roles in cognitive development and cognitive aging. These factors are important to isolate and understand because of the interest to mitigate cognitive decline, typically associated with healthy aging, through cognitive training techniques. Cognitive aging research focuses on the maintenance of cognitive abilities. However, understanding how infants and children increase cognitive abilities due to cognitive development techniques may benefit older adults seeking to stay cognitively fit for a longer period of time.

One feature of learning that is particularly relevant across the life span is that learning inherently integrates new input with prior knowledge. Across different situations and at different time points in the life span, the relative influence of prior knowledge and input varies. For example, given that infants have relatively little knowledge compared to adults, infants have to rely more on input than prior knowledge. Moreover, when older adults experience declines in vision or hearing, they may rely more on prior knowledge, such as guessing what you might be saying when they cannot hear you.