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Purposive Learning

Purposive Learning

E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a...

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Related Experiment Video

Updated: Apr 12, 2026

Assessing the Multiple Dimensions of Engagement to Characterize Learning: A Neurophysiological Perspective

Assessing the Multiple Dimensions of Engagement to Characterize Learning: A Neurophysiological Perspective

Published on: July 1, 2015

Embracing multiple definitions of learning.

Andrew B Barron¹, Eileen A Hebets², Thomas A Cleland³

¹Macquarie University, Department of Biological Sciences, North Ryde, NSW 2109, Australia.

Trends in Neurosciences

|May 20, 2015

Summary

This summary is machine-generated.

Learning definitions differ across fields due to varied assessment methods. Reconciling these requires a common conceptualization of learning, acknowledging context-specific utility for better understanding. This improves scientific discovery.

Keywords:

definitions experience dependence function learning mechanism plasticity

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Last Updated: Apr 12, 2026

Assessing the Multiple Dimensions of Engagement to Characterize Learning: A Neurophysiological Perspective

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Area of Science:

Cognitive Science
Educational Psychology
Neuroscience

Background:

Learning definitions are diverse across scientific disciplines.
Assessment approaches significantly influence how learning is defined.
Existing definitions lack a unified framework.

Purpose of the Study:

To propose a common conceptualization of learning.
To reconcile diverse learning definitions.
To highlight the contextual utility of different learning definitions.

Main Methods:

Conceptual analysis of existing learning definitions.
Comparative review of assessment methodologies.
Synthesis of a unifying framework for learning.

Main Results:

A common conceptual framework for learning can integrate diverse definitions.
Recognizing context-specific utility enhances the practical application of learning concepts.
Disciplinary differences in learning definitions stem from varied measurement approaches.

Conclusions:

A unified conceptualization of learning is achievable.
Reconciling diverse definitions improves interdisciplinary understanding.
Appreciating contextual utility maximizes the impact of learning research.