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Learning is very important. If we didn't have learning you would be dead. Becasue that is why. Your mother would be homeless and your father would be homeless. Wikipedia is for faggots. People like me are always getting on here and "vandalizing" it. But what ya gonna do when I come for you Bad boys Bad boys what ya gonna do... oh oh sorry I did not realize that I was singing. I have ADHD. This has everything to do with learning, Because if you did not read this you would be smarterer. I pwn you. How do you feel about that? huh bad boy? Well anyway back to the lesson. learning is important for society, Awww Screw it don't learn for all I'm concerned. Bad boys bad boys what ya gonna do whatya gonna do when i come for you with a gun and i pistol whip yo behind.

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+Learning is very important.
-{{Refimprove|date=September 2007}}
+If we didn't have learning you would be dead.
-{{Neuropsychology}}
+Becasue that is why.
-'''Learning''' is the acquisition and development of [[memory|memories]] and [[behaviors]], including [[skill]]s, [[knowledge]], [[understanding]], [[Value (personal and cultural)|value]]s, and [[wisdom]].  It is the product of [[experience]] and the goal of [[education]]. Learning ranges from simple forms of learning such as [[habituation]] and [[classical conditioning]] seen in many animal species, to more complex activities such as [[play (activity)|play]], seen only in relatively intelligent animals.<ref>[http://nationalzoo.si.edu/Publications/ZooGoer/1996/1/junglegyms.cfm Jungle Gyms: The Evolution of Animal Play]</ref><ref>[http://www.thecephalopodpage.org/behavior.php What behavior can we expect of octopuses?]</ref>  Learning has also been mathematically described as a differential equation of knowledge with respect to time, or the change in knowledge in time due to a number of interacting factors (constants and variables) such as initial knowledge, motivation, intelligence, knowledge anchorage or resistance, etc.<ref>Fadul, J. "[http://ijl.cgpublisher.com/product/pub.30/prod.1092 Mathematical Formulations of Learning: Based on Ten Learning Principles]" ''International Journal of Learning''. Volume 13 (2006) Issue 6. pp. 139-152.</ref><ref>[http://ieeexplore.ieee.org/xpl/freeabs_all.jsp?arnumber=142118 Mathematical formulation of cognitive and learning processes inneural networks]</ref>
+Your mother would be homeless and your father would be homeless.
+Wikipedia is for faggots.
-For small children, learning is as natural as breathing. Children are wide open to see, listen, taste, touch, admit every little, every big thing… As [[John Holt]] says in his classic book [[How Children Learn]] – “Gears, twigs, leaves, little children love the world. That is why they are so good at learning about it. For it is love, not tricks and techniques of thought, that lies at the heart of all true learning. Can we bring ourselves to let children learn and grow through that love?”
+People like me are always getting on here and "vandalizing" it.
+But what ya gonna do when I come for you Bad boys Bad boys what ya gonna do... oh oh sorry I did not realize that I was singing.
-==Physiology of learning==
+I have ADHD.
+This has everything to do with learning,
-"[[Thought]]," in a general sense, is commonly conceived as something arising from the [[stimulation]] of [[neuron]]s in the brain. Current understanding of neurons and the [[central nervous system]] implies that the process of learning corresponds to changes in the relationship between certain neurons in the brain. Research is ongoing in this area.{{fact|date=October 2007}}
+Because if you did not read this you would be smarterer.
+I pwn you. How do you feel about that?
-It is generally recognized that [[memory]] is more easily retained when multiple parts of the [[brain]] are stimulated, such as through combinations of [[Hearing (sense)|hearing]], [[seeing]], [[smell]]ing, [[motor skills]], [[touch]] sense, and [[logic]]al thinking.{{fact|date=October 2007}}
+huh bad boy?
+Well anyway back to the lesson.
-Repeating thoughts and actions is an essential part of learning. Thinking about a specific memory will make it easy to recall. This is the reason why reviews are such an integral part of education. On first performing a task, it is difficult as there is no path from [[axon]] to [[dendrite]]. After several repetitions a pathway begins to form and the task becomes easier. When the task becomes so easy that you can perform it at any time, the pathway is fully formed. The speed at which a pathway is formed depends on the individual, but is usually localised resulting in talents.{{fact|date=October 2007}}
+learning is important for society, Awww Screw it don't learn for all I'm concerned.
+Bad boys bad boys what ya gonna do whatya gonna do when i come for you with a gun and i pistol whip yo behind.
-==Types of learning==
-===Simple non-associative learning===
-====Habituation====
-{{Main|Habituation}}
-In psychology, habituation is an example of non-associative learning in which there is a progressive diminution of [[behavior]]al response probability with repetition of a [[stimulation|stimulus]]. It is another form of [[integration]]. An animal first responds to a stimulus, but if it is neither rewarding nor harmful the animal reduces subsequent responses. One example of this can be seen in small song birds - if a stuffed [[owl]] (or similar [[predator]]) is put into the cage, the birds initially react to it as though it were a real predator. Soon the birds react less, showing habituation. If another stuffed owl is introduced (or the same one removed and re-introduced), the birds react to it as though it were a predator, showing that it is only a very specific stimulus that is habituated to (namely, one particular unmoving owl in one place). Habituation has been shown in essentially every species of animal, including the large protozoan ''[[Stentor coeruleus]]''.<ref name="wood1988"> Wood, D. C. (1988). Habituation in ''Stentor'' produced by mechanoreceptor channel modification. Journal of Neuroscience, 2254 (8).</ref>
-====Sensitization====
-{{Main|Sensitization}}
-Sensitization is an example of non-associative learning in which the progressive amplification of a response follows repeated administrations of a [[stimulation|stimulus]] (Bell et al., 1995). An everyday example of this mechanism is the repeated tonic stimulation of peripheral nerves that will occur if a person rubs his arm continuously. After a while, this stimulation will create a warm sensation that will eventually turn painful. The pain is the result of the progressively amplified synaptic response of the peripheral nerves warning the person that the stimulation is harmful. Sensitization is thought to underlie both adaptive as well as maladaptive learning processes in the organism.
-===Associative learning===
-====Operant conditioning====
-{{Main|Operant conditioning}}
-Operant conditioning is the use of consequences to modify the occurrence and form of behavior. ''Operant conditioning'' is distinguished from [[Classical conditioning|Pavlovian conditioning]] in that operant conditioning deals with the [[Behavior modification|modification of voluntary behavior]].
-Discrimination learning is a major form of [[operant conditioning]].  One form of it is called [[Errorless learning]].
-====Classical conditioning====
-{{Main|Classical conditioning}}
-The typical paradigm for classical conditioning involves repeatedly pairing an unconditioned stimulus (which unfailingly evokes a particular response) with another previously neutral stimulus (which does not normally evoke the response). Following conditioning, the response occurs both to the unconditioned stimulus and to the other, unrelated stimulus (now referred to as the "conditioned stimulus"). The response to the conditioned stimulus is termed a ''conditioned response''.
-===Imprinting===
-[[Image:Lorenz.gif|thumb|right|300px|Konrad Z. Lorenz being followed by his imprinted geese]]
-{{section stub}}
-{{Main|Imprinting (psychology)}}
-Imprinting is the term used in [[psychology]] and [[ethology]] to describe any kind of phase-sensitive learning (learning occurring at a particular age or a particular life stage) that is rapid and apparently independent of the consequences of behavior. It was first used to describe situations in which an animal or person learns the characteristics of some stimulus, which is therefore said to be "imprinted" onto the subject.
-===Observational learning===
-{{main|Observational learning}}
-The most basic learning process is imitation; one's personal [[repetition]] of an [[observation|observed]] process, such as a [[smile]]. Thus an imitation will take one's [[time]] (attention to the details), [[space]] (a location for learning), [[skill]]s (or practice), and other [[resource]]s (for example, a protected area). Through copying, most infants learn how to hunt (i.e., direct one's attention), feed and perform most basic [[task]]s necessary for [[survival]].
-===Play===
-{{Main|Play (activity)}}
-Play generally describes behavior which has no particular end in itself, but improves performance in similar situations in the future. This is seen in a wide variety of vertebrates besides humans, but is mostly limited to [[mammal]]s and [[bird]]s. Cats are known to play with a ball of string when young, which gives them experience with catching prey. Besides inanimate objects, animals may play with other members of their own species or other animals, such as [[orca]]s playing with seals they have caught. Play involves a significant cost to animals, such as increased vulnerability to [[predator]]s and the risk or [[injury]] and possibly [[infection]]. It also consumes [[energy]], so there must be significant benefits associated with play for it to have evolved. Play is generally seen in younger animals, suggesting a link with learning. However, it may also have other benefits not associated directly with learning, for example improving [[physical fitness]].
-===Multimedia learning===
-The learning associated with [[multimedia learning]] environments (Mayer, 2001). This type of learning relies of [[dual-coding theory]] (Paivio, 1971).
-===Electronic learning===
-[[Electronic learning]] or E-learning is a general term used to refer to computer-enhanced learning.
-==Machine learning==
-{{Main|Machine learning}}
-Although learning is often thought of as a property associated with living things, computers are also able to modify their own behaviors as a result of experiences. Known as ''machine learning'', this is a broad subfield of [[artificial intelligence]] concerned with the design and development of [[algorithm]]s and techniques that allow computers to "learn". At a general level, there are two types of learning: [[Inductive reasoning|inductive]], and [[deductive]].  Inductive machine learning methods extract rules and patterns out of massive data sets.
-The major focus of machine learning research is to extract information from data automatically, by computational and statistical methods. Hence, machine learning is closely related to [[data mining]] and [[statistics]] but also [[theoretical computer science]].
-Machine learning has a wide spectrum of applications including [[natural language processing]], [[syntactic pattern recognition]], [[search engines]], [[diagnosis|medical diagnosis]], [[bioinformatics]] and [[cheminformatics]], detecting [[credit card fraud]], [[stock market]] analysis, classifying [[DNA sequence]]s, [[speech recognition|speech]] and [[handwriting recognition]], [[object recognition]] in [[computer vision]], [[strategy game|game playing]] and [[robot locomotion]].
-==Approaches to learning==
-===Rote learning===
-{{Main|Rote learning}}
-Rote learning is a technique which avoids understanding the inner complexities and inferences of the subject that is being learned and instead focuses on memorizing the material so that it can be [[recollection|recall]]ed by the learner exactly the way it was read or heard. The major practice involved in rote learning techniques is ''learning by repetition'', based on the idea that one will be able to quickly recall the meaning of the material the more it is repeated. Rote learning is used in diverse areas, from mathematics to music to religion. Although it has been criticized by some schools of thought, rote learning is a necessity in many situations.
-===Informal learning===
-{{main|Informal learning}}
-Informal learning occurs through the experience of day-to-day situations (for example, one would learn to look ahead while walking because of the danger inherent in not paying attention to where one is going).  It is learning from life, during a meal at table with parents, [[Play (activity)|Play]], exploring.
-===Formal learning===
-{{main|Education}}
-[[Image:Laurentius de Voltolina 001.jpg|right|thumb|A depiction of the world's oldest university, the [[University of Bologna]], Italy]]
-Formal learning is learning that takes place within a teacher-student relationship, such as in a school system.
-Non-formal learning is organized learning outside the formal learning system. For example: learning by coming together with people with similar interests and exchanging viewpoints, in clubs or in (international) youth organisations, workshops.
-===Non-formal learning and combined approaches===
-The educational system may use a combination of formal, informal, and non-formal learning methods. The UN and EU recognize these different forms of learning (cf. links below).
-In some schools students can get points that count in the formal-learning systems if they get work done in informal-learning circuits. They may be given time to assist international youth workshops and training courses, on the condition they prepare, contribute, share and can proof this offered valuable new insights, helped to acquire new skills, a place to get experience in organising, [[teaching]], etc.
-In order to learn a skill, such as solving a [[Rubik's cube]] quickly, several factors come into play at once:
-* Directions help one learn the patterns of solving a Rubik's cube
-* Practicing the moves repeatedly and for extended time helps with "muscle memory" and therefore speed
-* Thinking critically about moves helps find shortcuts, which in turn helps to speed up future attempts.
-* The Rubik's cube's six colors help anchor solving it within the head.
-* Occasionally revisiting the cube helps prevent loss of skill
-==See also==
-* [[Animal cognition]]
-* [[History of education]]
-* [[Pedagogy]]
-* [[Reasoning]]
-* [[Study skills]]
-==References==
-{{reflist}}
-* {{cite book|
-  author=Mayer, R. E.|
-  year=2001|
-  title= Multimedia learning|
-  location=New York|
-  publisher=Cambridge University Press|
-  id=ISBN 0-52178-749-1}}
-* Paivio, A (1971). Imagery and verbal processes. New York: Holt, Rinehart, and Winston.
-* Holt, John (1983). How Children Learn. UK: Penguin Books. ISBN 0140225706
-==External links==
-{{wikiquote}}
-<!-- Editors: Note that this is not the place for links to 'how to' sites that relate to study skills etc. -->
-* [http://www.problemistics.org/tools/subjects/education.learning.html Education & Learning] List of selected links
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-[[Category:Neuropsychological assessment]]
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