Various Secondary Laws of Learning
Secondary laws of learning are as follows:
Law of Multiple Responses
This law implies that when an individual is confronted with a new situation he responds in a variety of ways before arriving at correct response.
Law of Analogy
An individual responds a new situation on the basis of the responses made by him in similar situations in the past. He makes responses by comparison or analogy.
Law of Associative Shifting
This law is also known as the conditioned response. A response may be shifted from one situation to another which is presented at the same time. In other words any response which is possible can be linked with any stimulus.
Law of Partial Activity
According to this law the learner has the capacity to select the important from the irrelevant element in order to determine appropriate responses.
Law of Sets and Attitudes
Learning is guided by a total attitude or ‘set’ of the organism. The learner performs the task properly if he has developed a healthy attitude towards the task.
Law of Regency
It means that whatever is recently learnt by the child is retained by him. The law may be defined as ‘recent acts are lasting’. Hence students should revise their courses just before the examination.
Law of Primacy
Learning that takes place in the beginning is the best and lasting. It is a normal saying that ‘First impression is the Last impression’.
It implies that pupils should make the right start and should be serious from the first day. Teacher should impress his pupils from the first day of teaching. It seems the experiences that are acquired by the child at the primary stage have lasting effect.
Law of Intensity of Stimulus
To this law, if a stimulus is strong the response will be strong and vice a versa. Examinations present an intense stimulus to study and hence bear a positive effect on learning.
Law of Belongingness
This law shows that if a response belongs to a situation, the learning will be more effective. Connection between stimulus and response is natural. The teacher should create natural atmosphere in the class-room and appeal to the natural tendencies of the child.