The processes of learning mainly refer to the interconnections between memory, perceptions, emotion, language and motivation. Which allows students to mentally build connections between verbal and pictorial information or between new and prior memories and hence integrate them with the relevant knowledge structures in the long-term memory (Mayer and Moreno 2003). The learning processes, including its outcomes, can be either conscious or unconscious. The conscious processes of learning starts by the deliberate payment of the attention to the instructional materials, taking into account on the similarities as well as the differences between the words and the respective meanings with the assistance of relevant prior knowledge and experience hence mentally building a coherent link between them and organizing them into new structures (McLaughlin,1990). On the other hand, the unconscious can conduce to the access, acquisition as well as the application of knowledge with no deliberate and controlled attention (McLaughlin, 1990).
Unconscious Learning Process
The unconscious learning process incorporates the process of acquiring a new pattern of behavior or response without the keys consciousness that initiates or regulates, i.e. the contingencies, stimuli or rules (McLaughlin, 1990). The unconscious learning is used both as an outcome variable and as a process. In this way of learning, people do not realize that the processes or the activities they are undertaking will result in changes of attitudes, knowledge, skills and ability of learning which people are not aware of.
There are certain events where we have not taken conscious of and hence will remain below the threshold of consciousness. The aspect of unconsciousness plays a critical role in regulating our minds in decision-making. Many big ideas place a heavy focus on shifting the responsibility of control away from the conscious person or even to our unconscious selves (McLaughlin, 1990). They include; thinking intuitively is good and thinking hard is bad, our brains are controlling us, we don't have conscious self-control, and finally, the aspect of thinking consciously is better and unconscious thinking is bad. When it comes to decision making, there are three main types of evidence which have fascinated the neuroscientists, psychologists among others into treating the unconscious as a dominant system which has the capability of leading us into a wrong direction (McLaughlin, 1990). The first is that speedy decision making often results in mistakes. In addition, there exist some common speedy decisions which are made under pressure in error and finally is that it is hard to articulate the rationale behind speedy decisions.
The most effective strategy of using the unconscious to help one in becoming more successful at the workplace or in college is by ensuring that your behavior is changed for the better and also to work in tandem with the unconscious mind (Kuldas, 2012). All the decisions that we make rely on the conscious decision-making process. Our role is to set good intentions of doing things in a different way and leaving it at that. Another shockingly incredible effect on what we do originates from natural signs that trigger practices unwittingly, without our consciousness. The conduct of others, for instance, is very infectious, and we can "get" it through our day by day contact with other individuals and even through web-based life (Kuldas, 2012).
Strategies for the unconscious mind can be used to help one be more successful in some critical areas of life. In this case, one must learn to get deeper than the conscious mind. This is because most of the actions and behaviors that we do quickly becomes a habit and shift into the sub-consciousness. Therefore, the most effective absolute means of accessing one's unconscious mind is to learn the art of practicing meditation.
Innate behavior involves behavior which is genetically hardwired in an organism and can be performed in response to cue with no prior experience. Examples of innate behaviors are the reflex actions which include the sucking reflex of human infants as well as the knee-jerk reflex. An organism will perform innate behaviors without the need for prior learning or experience. Some of these behaviors tend to be predictable, like in the case of herring gull tapping.
This topic has served an insight into the unconscious learning processes and how they can be used to achieve one's goals in life. It has given a piece of basic information regarding the cognitive, perceptual as well as emotional aspects of human learning processes. The unconscious mental representation can play the role of rapid integration of visual and verbal information hence supplying the information for conscious processing. These strategies of human behavior can be used for one's success in his or her workplace.
Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational psychologist, 38(1), 43-52. Retrieved from https://www.tandfonline.com/doi/abs/10.1207/S15326985EP3801_6
Marks, D. F. (1999). Consciousness, mental imagery and action. British journal of psychology, 90(4), 567-585. Retrieved from https://onlinelibrary.wiley.com/doi/abs/10.1348/000712699161639
Kuldas, S., Bakar, Z. A., & Ismail, H. N. (2012). The role of unconscious information processing in the acquisition and learning of instructional messages. Electronic Journal of Research in Educational Psychology, 10(2), 907-940. Retrieved from https://www.redalyc.org/pdf/2931/293123547019.pdf
McLaughlin, B. (1990). "Conscious" versus "unconscious" learning. TESOL quarterly, 24(4), 617-634. Retrieved from https://onlinelibrary.wiley.com/doi/abs/10.2307/3587111
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