ABSTRACT
Up to the present we have discussed some of the different ways in which a person learns, and we have also considered the physiological changes which take place during the learning process. It has been noted that it is not easy to distinguish between the physical changes and the so-called mental changes; in fact, each process affects the operation of the other. Further, we have noted how our emotions play an important part in directing our attention to what we are learning. Our attitudes affect how we comprehend or interpret the ever-present stimuli in the environment. Other factors which also affect our learning are the changes which occur with the passage of time. These are often physical changes because the kind of response or learning of which we are capable is often limited by our biological equipment and our stage of development. An obvious example is that at no stage of human development would we be capable of flying, or of living under water, without either some drastic change in our biological equipment or at least an artificial aid. The development of our physical attribute also is essential, since physical maturity largely decides when a young child learns to walk or accomplishes some other physical skill. As there is a progress through stages of physical development, for example, sitting, crawling, standing, walking and so on, there is also a developmental process in learning capacity. Cognitive theorists, especially Jean Piaget whose work we shall consider in more detail later in this chapter, suggests that there are also stages in mental or intellectual development.
