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Trends Neurosci. 2015 Jul;38(7):405-7. doi: 10.1016/j.tins.2015.04.008. Epub 2015 May 15.

Embracing multiple definitions of learning.

Author information

1
Macquarie University, Department of Biological Sciences, North Ryde, NSW 2109, Australia.
2
School of Biological Sciences, University of Nebraska-Lincoln, NE 68588, USA.
3
Department of Psychology, Cornell University, Ithaca, NY 14853, USA.
4
National Evolutionary Synthesis Center, Durham, NC, 27708, USA.
5
Department of Psychology, Hunter College and the Graduate Center, City University of New York, NY 10065, USA. Electronic address: mhauber@hunter.cuny.edu.
6
Department of Psychology, University of Nebraska-Lincoln, NE 68588, USA; Center for Brain, Biology and Behavior, University of Nebraska-Lincoln, NE 68588, USA.

Abstract

Definitions of learning vary widely across disciplines, driven largely by different approaches used to assess its occurrence. These definitions can be better reconciled with each other if each is recognized as coherent with a common conceptualization of learning, while appreciating the practical utility of different learning definitions in different contexts.

KEYWORDS:

definitions; experience dependence; function; learning; mechanism; plasticity

PMID:
25987443
DOI:
10.1016/j.tins.2015.04.008
[Indexed for MEDLINE]
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