 Hello, I welcome you all once again to my channel Explore Education. I am Dr. Rashmi Singh, Assistant Professor, Department of Education, Assistant Schrinna Girls 2D College, University of Allahabad. And this time I am going to discuss with you a very new concept for you that is learning of concepts and principles. Okay, so it is under the syllabus of educational psychology and this lecture will be useful for you as well as it is a conceptual understanding for you. So we are going to study learning of concepts and principles. So what you have to study is concept formation, concept mapping, mapping and learning of concepts and principles. So concept formation and concept mapping, but I have already talked to you about it. This was a small topic but it was creating a loophole in the middle, it was creating a gap in the middle, so let's complete it so that you can understand the totality. Look, learning of concepts and principle learning, I mean learning of concepts or concept learning and principle learning, to understand it, we have to understand the hierarchy of gain and hierarchy of learning. And the hierarchy of learning, the conditions of learning, I have already talked to you about it in two videos already on gain. So you can understand it from there, but to connect this line, where is the concept learning and principle learning and what is the connection between them, I am sharing this diagram with you. Look, the hierarchy for the gain, hierarchy means that according to the rules, according to the rules, it means everyone's rules, you can't do it above anyone, this is the hierarchy set, that the lowest one is signal learning, after that there is stimulus response learning, SR learning, then chaining, then verbal association, then multiple discrimination, then concept learning comes, then rule learning or it is called principle learning and the top problem solving gain problem solving is the most difficult one and signal learning is the most difficult one. So this is the hierarchy and it also means that first the person learns from the signal, then after the stimulus response, that is, the connection of the stimulus response, that is, you can understand it through conditioning, then when these many stimulus are connected, and then the person learns how to respond to the stimulus of the stimulus, then verbal association, that is, the relationship between them is established, which is verbal, then multiple discrimination, you learn to behave in it, that this way of association is different from this association, it is different from that association, and as soon as you learn to discriminate, your concept formation is formed, that this way of characteristic, all the objects will come under this concept, they will come like this, then when there is a relationship between many concepts, then it becomes a principle, because it becomes a rule, and when a person learns a rule, then he comes into the state of problem solving. Now let's see what learning of concepts is. I have talked about concept formation before, so you can understand it, you will understand that concept learning is also known as it is known as a category learning, it is known as concept attainment and it is known as concept formation. The concept attainment model of the groomer is also there, you can check it out, so he is saying that he knows it from so many names, and what is its meaning? The search for and listing of attributes, that is, we search for those qualities that we can make a list, that can be used to distinguish exemplars from non-exemplars of various categories, meaning that we have found the category in different categories, in that we find which attributes we can make a list of and distinguish between non-exemplars, as soon as you distinguish between non-exemplar and non-exemplar, i.e. you will keep things as one side, you will distinguish the other, the same concept will be formed, because what is the concept? Let us assume that there is a concept of a bird, a concept of birds walking on the street, what do we see in it? How does its concept form, that it will walk on four feet, it will see you walking on that street, it will see you walking on that street, this is your concept, but then we learn from different elements in that concept that the dog is different from the cat, the cat is different from the horse, the horse is different from the cow, so what is the concept of all this? Then he is saying that more simply put, concepts are the mental categories, that is, we say in all other languages, the concepts that we have come up with are the mental categories, i.e. a category formed in the mind, that help us classify, through which we get help, we are able to make use of it, that it is based on the understanding that each object, event and idea has a set of common relevant features, according to which it has come up with that concept, it has some common features, that is why it is in that concept, the other common feature concept is made like this, thus concept learning is a strategy that requires a learner to compare and contrast groups or categories that contain concept relevant features with groups or categories that do not contain concept relevant features, i.e. a chop has come up, there are four legs, all of them have come forward, there are two legs, then they have come forward, so the concept relevant feature is different, on the one hand, the concept irrelevant feature is different, then in that concept, everyone will become a concept that this is, this is, this is, let's go separately, so it is the principle of the concept of a common relevant feature. The human and machine learner of concept learning task is trained to classify objects by being shown a set of example objects along with their class levels, the learner simplifies what has been observed by condensing it in the form of an example, and the learner who is going to learn it makes it simple in such a way that he understands that if there are so many rules, then this concept will become a part of the example, this simplified version of what has been learned is then applied to future examples, and when we have learned that this concept should have these rules in this concept, then we can use it in other examples, we can apply it, so this is the learning of concept, then learning of principle, we have seen the hierarchy of the concept, we will learn the principle first, why? Because there are many concepts involved in the principle, that is, there are many examples of rules in this concept, so what it is saying is that a principle is composed of two or more concepts, that is, more than two or more examples of rules or principles, and this concept should have a chromic relationship, it is not that a concept is there, a concept is here, no one will become a principle, no, the concept that comes in the principle will have a relationship, it will have an ordered relationship, a principle has been learned when it can be shown that a problem involving specific concepts can be solved by identifying these concepts correctly and placing them in the correctly ordered relationship with each other, in other words, by applying the rule, what is it saying? This principle has been learned, that is, you can learn a principle when it can be shown that a problem involving specific concepts, that is, a specific concept has come in some problem and how can you solve it when you set that concept in an order that is their order and that problem will be solved. The principle is a capability that makes possible the demonstration of a sequence of behavior, each element of which may involve a concept. And the principle or the rule, it has this capability that the sequence of behavior and the concept involved in it, what do you mean by saying that the concept is involved in it, there is a relationship and that relationship is ordered when you put the ordered concepts in an ordered relationship, it becomes a principle itself. Principles are learned under conditions that have two major requirements and when can be learnt, what are the requirements of the two main points of learning the rule, what are the principles, the first thing, the component concepts of which they are composed must be previously learned, that is, in that principle, the concepts that come within, you should first know, first you will learn, then you will be able to learn the principle and readily recallable and you can recall it too when you want to remember it and communication, usually verbal must be made to the learner indicating the correct sequence of these components. And communication which is mostly the language through which the learner will know that the components or concepts, what is their correct sequence, if they both know, then you will learn the principle. Then it is said that learning abstract principles is an essential goal of education, we always have certain principles which we have to think about, we do not see them, we do not touch them, but such principles can be difficult to acquire, but it is a little difficult to learn these principles. So, it is said that if you learn analogical encoding, can facilitate the acquisition of a principle when the principle is difficult to understand. It is said that when it is difficult to learn a principle, then you can easily learn it from analogical encoding. What is analogical encoding? What is encoding? We make a code, let's make a code. What is decode? To break the code. What is encoding? To make a code. And what is analogical? That is, some form. Let's make a code of something that looks like one. So, it is said that a growing body of evidence indicates that comparing two examples can facilitate learning and transfer comparing examples focuses the learner on the common relational structure. So, what is common? Let's look for this. Adding abstraction of the underlying schema. You all know that the schema is a concept in the development of PRJ's cognitive development. So, the schema is a mental image. So, the abstraction of that mental image will help. This is a common feature. This is a relevant feature which is similar. Thus, comparing two analogs leads to abstraction by focusing the learner on the deep structure shared by the cases. So, if we look at two analogs from one place, but they are not one, then the common features that you extract and separate them and keep them in your mind, then what will happen is that the two analogs of the structure share their deep structure with each other. It will come into your mind, it will become a list, it will become a search, rather than on the idiosyncratic features of an individual case. That is to say, if you see the viscist above, instead of that, the deep structure, that is, beneath, they share something that you list from the common features. So, what will happen is that it will be easier for you to learn the abstract principles. Analogical encoding is a kind of pre-requisite, it is a kind of facilitation. Like you learn abstract principles. And the other concrete principles are that you should know the concept and you should know the sequence. As soon as you use the concepts used in the principle, you will get an ordered sequence. The principle will become, you will understand. So, this is it. Generally, you do not get a matter on this. And especially on the net, if you look for learning of principles, no, no, if you look for the principle learning, then it tells you the learning of principles. You do not get the principle learning quickly. So, first of all, try to understand the hierarchy of the guide, the principle learning is above, the concept is below it. To learn the principle, you have to know the concept first. And the concept learning is also called concept formation, concept attainment is also called. So, you see the model of Bruner, what is the concept attainment. There is detail, I have shared the concept formation and concept mapping both already. You see from there. So, this will be completed. Okay. So, in this way, I have completed this very topic too. So, thank you and do not forget to like and subscribe my channel, Explore Education. I have done from my side.