Understanding Psychology

Learning makes a difference in our mental perceptions, by helping us to do something that we could not do before. For example, through learning one is enabled to play the piano, or understand the meaning of new words. When something stays in the mind, it is assumed that it is stored somewhere, and this storage system is “memory”.
The learning and consequent memory formation may not always work optimally, and one may need to rack one’s brains and search the memory to remember something that was learned earlier (Butler &amp. McManus, 2000).
The main reason for any learning activity is that it promotes intellectual development in an individual. Learning outcomes are significant because they help teachers to focus on personal qualities that children need to acquire, such as autonomy, self-expression or concern for others. Secondly, by understanding learning outcomes, teachers can concentrate on practicing specific methods that promote cognitive development. Further, outcomes from learning help teachers to work towards set objectives that reflect children’s knowledge, skills, and understanding as is done in the national curriculum development. Intended outcomes can be achieved through a learning process characterized by the “use of discovery methods, first-hand experience, negotiation between teacher and pupil, and the teacher guiding the pupil through purposeful, meaningful experiences” (Powell &amp. Solity, 1990: 56).
In higher education, learning&nbsp.outcomes are in three levels: 1) the comprehension of basic principles, 2) application of theory, and 3) evaluation of theory, analysis, and synthesis of own ideas. This system of understanding learning outcomes begins the teaching process by inculcating an understanding of the foundations of the academic discipline, moving on to the ways in which the theories are applicable in academics and in the working environment relating to everyday life, and promotes the ability to assess the learning of theories, analyzing and integrating with personal conceptualizations on the academic topic.