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Barron, A. B., Hebets, E. A., Cleland, T. A., Fitzpatrick, C. L., Hauber, M. E., & Stevens, J. R. (2015). Embracing Multiple Definitions of Learning. Trends in Neurosciences, 7, 405-407.
https://doi.org/10.1016/j.tins.2015.04.008

has been cited by the following article:

• TITLE: What Is Learning?

  AUTHORS: Käthe Schneider

  KEYWORDS: Learning, Behavior, Knowledge, Conceptual Analysis, Constructive Analysis, Definition, Learning Theory, Cognitivism, Behaviorism, Constructivism, Reasoning

  JOURNAL NAME: Psychology, Vol.15 No.5, May 31, 2024

  ABSTRACT: Learning appears to be a basic concept in educational science and psychology. In recent decades, the interest in learning has been growing in these disciplines. However, despite its conceptual prevalence, a closer look at the literature reveals the ambivalence of the learning concept. The main objective of this work is to contribute to the conceptual clarification of learning. Based on a scoping review of learning definitions stemming from the disciplines of educational science, philosophy and psychology a constructive analysis of the concept of learning was made to systematically analyze the term from an integrative perspective of behavioral sciences and humanities. The enriched understanding of learning gained in this study has interesting implications for learning research and practice of education: Promoting knowledge acquisition by reasoning should be at the core of education.