EXPERIMENT 3

NATURE OF LEARNING CURVES

ABSTRACT
The experiment illustrates the nature of score distribution and growth in efficiency from trial to
trial and also shows us the nature of the learning curve through the cancellation test.The
customary assumption in the study of human learning using alternating study and test trials is
that learning occurs during study trials and that test trials are useful only to measure learning. In
fact, tests seem to play little role in the development of learning, because the learning curve is
similar even when the number of test trials varies widely. This experiment was carried out using
a between- group experiment design The experiment included two subjects, both of whom were
male despite the fact that there were no limitations on gender selection. The first individual was
adolescent in age, ranging from 12 to 17 years, and the second was adult in age, ranging from
18 to 30 years. Both subjects were handed cancellation sheets and instructed to cancel the
vowels in 11 trials of 60 seconds each. Scoring was done through these formulas, Average
cancellation = correct cancellation/ no. of trials; Average error = error/ no. of trials. Both the
subjects had a visible difference in their results.

Keywords:- learning ,productivity, efficiency, performance , vowel , consonant and learning

curve

AIMS/OBJECTIVES- the aim of the experiment is to study the nature of score distribution and
progress in efficiency from trials to trials and the nature of learning curves through the
cancellation test.

INTRODUCTION
Learning is not always in a steady progress. Sometimes there is rapid progress in learning,
while at other times there is hardly any progress at all. Sometimes one notices even a decline in
the process of learning. This is graphically presented with the help of a Learning curve. Learning
curve is a graphical representation of the progress and rate of learning, forgetting and retention.
Learning curves are usually used to measure the learning progress of an individual. Hermann
Ebbinghaus (1885), a German psychologist coined the term Learning Curve during his research
on memory and memorization. In his work, Memory: A Contribution to Experimental Psychology,
he described his findings regarding both the learning curve, or rate at which knowledge is
gained, and also he described the forgetting curve, a related graph that measures how quickly
memorized information is lost. His work is considered as a groundbreaking work in the field, and
quickly led to the popularity of using these curves as a means of measuring learning progress.
Sometimes after some learning there is a ‘standstill stage’ when literally no learning can be
observed due to various reasons such as acquisition of wrong habits or skills which may
intervene learning, student’s satisfaction, lack of motivation, problems related to attitudes,
interest and need and so on. In learning and acquisition of skills and knowledge, there is a
commonly used idiom, which says practice makes perfect and in most of the time it makes
learning permanent also. Thus practice, drill, learning by doing etc. are very relevant to enhance
learning. It also has an impact on everyday life and carriers in business, industry, sports and
even in domestic aspects of our personal lives. In the process of acquisition of skills and
knowledge, it is very much necessary to gain insight regarding one’s progress and to measure,
evaluate and update it at various phases of learning by using effective tools.During the 20th
century, learning was perhaps the central focus of experimental psychology, with experiments
performed on rats, mice, cats, pigeons, dogs, monkeys, and humans (among other creatures).
In the study of human learning, researchers beginning with Ebbinghaus (1885/1964) used
various arrangements of multiple study–test procedures with lists of nonwords or words. One
common procedure used to study learning within this tradition—the study–test method—is the
focus of this article. In the study–test procedure, subjects first study a set of material and are
tested on it, then they study it again (either in the same order or in a new, random order) and
take a second test, and so on, for as many trials as desired (or, sometimes, until the subjects
reach a specified criterion). The resulting function relating the number of learning trials (on the
abscissa) to performance on some dependent measure (on the ordinate) is the learning curve.
For most tasks, the learning curve is negatively accelerated, although debate exists as to the
function that best fits and whether the various functions fit because of averaging artifacts (e.g.,
Heathcote, Brown, & Mewhort, 2000; Mazur & Hastie, 1978). Exponential and power functions
are the primary contenders for such curves, but the essential point for the present purposes is
that in both functions, learning develops rapidly over early trials and then slows markedly, even
when subjects are not near ceiling-level performance. Learning curves (like forgetting curves)
show an impressive similarity across many (but not all) tasks. Some authoritative reviews on
human learning have been provided by McGeoch (1942), Hovland (1951), and Estes (1988),
among others.

While the term “learning curve” came into use in the early 20th century, Dr. Hermann
Ebbinghaus described this theory as early as 1885.He mostly was focusing on memory studies
and developed a forgetting curve theory. This theory helps us to understand how our memory
works, and retains information, relating to specific things people attempt to learn.The modern
Microlearning theory is based on Ebbinghaus memory studies. Nowadays it helps us
understand when and why we forget certain information and how we can tackle this.Later,
Arthur Bills described the learning curve in his work “General experimental psychology” (Bills,
Arthur Gilbert, in 1934, page 192).In his work, he describes it saying, “the learning curve is a
graphical device for picturing the rate of improvement in terms of a given criterion of efficiency,
as a result of practice.” He described two sides of the same process and had presented two
learning curve graphs.

There are many types of learning:

Learning is a shift in potential or actual behaviour brought on by experience. On a continuous
reinforcement plan, learning happens the fastest. However, it can be put out gradually.
Extinction is avoided by moving from constant reinforcement once the desired behaviour has
been achieved
1. Classical Conditioning:
Classical conditioning (also respondent conditioning and Pavlovian conditioning) is a behavioral
procedure in which a biologically potent physiological stimulus (e.g. food) is paired with a neutral
stimulus (e.g. the sound of a musical triangle). The term classical conditioning also refers to the
subject animal's learning from the pairing of a physiologic stimulus with a neutral stimulus, which
elicits the required response (e.g. salivation) from the neutral stimulus rather than the
physiological stimulus.

The Russian physiologist Ivan Pavlov studied classical conditioning with detailed experiments
with dogs, and published the experimental results in 1897. In the study of digestion, Pavlov
observed that the experimental dogs salivated when fed red meat.[1] Pavlovian conditioning is
distinct from operant conditioning (instrumental conditioning), through which the strength of a
voluntary behavior is modified, either by reinforcement or by punishment, however, classical
conditioning can affect operant conditioning; that classically conditioned stimuli can reinforce
operant responses.

Classical conditioning is a basic behavioral mechanism, and its neural substrates are now
beginning to be understood. Though it is sometimes hard to distinguish classical conditioning
from other forms of associative learning (e.g. instrumental learning and human associative
memory), a number of observations differentiate them, especially the contingencies whereby
learning occurs.Together with operant conditioning, classical conditioning became the
foundation of behaviorism, a school of psychology which was dominant in the mid-20th century
and is still an important influence on the practice of psychological therapy and the study of
animal behavior. Classical conditioning has been applied in other areas as well. For example, it
may affect the body's response to psychoactive drugs, the regulation of hunger, research on the
neural basis of learning and memory, and in certain social phenomena such as the false
consensus effect.
2. Operant Conditioning:
Operant conditioning, sometimes referred to as instrumental conditioning, is a method of
learning that employs rewards and punishments for behavior. Through operant conditioning, an
association is made between a behavior and a consequence (whether negative or positive) for
that behavior Visualize a trainer instructing a dog to retrieve a ball. The dog is praised as a
reward for effectively pursuing and catching the ball. The trainer withholds commendation when
the animal is unable to bring the ball back. The dog eventually creates a link between fetching
the ball and getting the desired reward. Both the speed at which a response is acquired and its
potency can vary depending on a number of variables. A timetable of reinforcement, also
referred to as the frequency of reinforcement, can have a significant impact on how quickly and
effectively a behaviour is learned. The reaction may vary depending on the reinforcer used.
Opportunistic conditioning can help people get rid of undesirable behaviours in addition to
teaching people and creatures new ones. People can learn to get rid of unhealthy behaviours
like smoking and overeating by employing a system of rewards and penalties.
3. Cognitive Learning:
Cognitive learning is an active style of learning that focuses on helping you learn how to
maximize your brain’s potential. It makes it easier for you to connect new information with
existing ideas hence deepening your memory and retention capacity.
The ability of the brain’s mental processes to absorb and retain information through experience,
senses, and thought is known as cognition

i. Place Learning:
the learning of locations or physical positions of goals (e.g., where food can be found). Compare
response learning. [defined by Edward C. Tolman]in conditioning, learning an association
between a place and an unconditioned stimulus, such as food or poison

ii. Insight Learning:

An insight is a fresh framework for structuring information or a novel strategy for tackling a
challenge. An insight is when a student who is having trouble with a mathematical problem
suddenly realises how to solve it without having been taught any extra techniques. Famous
Gestalt psychologist Wolfgang Köhler showed that chimpanzees can use insight to handle
problems. When put in a cage with bananas out of their reach, chimpanzees discovered that
they could stack boxes or connect two sticks together to reach the food. The chimpanzees
discovered how to obtain the food through understanding rather than being rewarded for these
particular behaviours. There is no need for additional instruction or training after insight has
happened.

iii. Modelling and Imitation:

This approach to learning is the easiest. We pick up a lot of our daily habits by copying others.
For instance, we learn how to consume, drink, walk, talk, dress, and other behaviours by
watching others do them. We copy other people's actions and behaviours by observing and
watching what and how they do them. We watch a professional perform demos, copy his
gestures, and learn from them. People avoid the time and effort waste of the trial and error way
of learning by imitating other people's behaviour. For instance, a young child can learn by
imitating the movements and the way an expert cricket player holds his bat. Miller says that the
more one can copy, the more one can imitate. Imitation is frequently regarded as a more basic
form of learning. Others contend that using one's creativity or originality will never be possible
and that imitation can never result in novel answers. However, many educators also hold the
view that imitation is the only skill that can improve learning. Whatever the viewpoint, it is clear
that we pick up a lot of knowledge through imitation.
Factors affecting Learning:
1. Intelligence:
The word is used to describe a person's emotional state. In general, intelligence ability and
academic success are closely linked. Learning challenging schoolwork is a common challenge
for students with poor intellect. Certain cerebral impairments can occasionally prevent students
from learning. He may have a unique deficiency if he receives a poor grade in one topic while
receiving high grades in the others. There are various types of intellect that people have,
according to psychology. When guiding and diagnosing disabilities, it is extremely helpful to
understand the character of the student's intelligence. When deciding how successful the
learning process will be, the individual's native ability plays a crucial role
2. Motivation:
Motivation is derived from the word 'motive', which denotes a person's needs, desires, wants, or
urges. It is the process of motivating individuals to take action in order to achieve a goal. The
psychological elements fueling people's behavior in the context of job goals might include a
desire for money.
3. Maturation for Readiness to Learn:
Maturational readiness can be defined as one being fully developed and functioning in a certain
area. Maturation is the process by which an individual grows and develops to her or his most
advanced stage. It is based solely on genetics and the body's predetermined way of growing
and developing.
4. Emotions:
Emotion has a major impact on all human brain processes, including perception, focus, learning,
remembering, reasoning, and problem-solving. Emotion has a powerful effect on focus,
changing its selectivity in particular and affecting conduct and action drive. Attentional and
executive control are closely linked to learning processes because people with inherently limited
attentional capacities are better able to concentrate on important information. Emotion also
helps with effective knowledge encoding and recall. Studies have shown that feelings can either
help or hurt learning and long-term memory (LTM) recall based on a variety of factors. This
indicates that there may be more than one way that mood affects memory and learning.
5. Interests:
Without incentive, learning is impossible. Learning for no reason is learning nothing at all. Every
child is inspired for one cause or another to learn new skills. If there is no outside incentive, he
might not feel inclined to study. A child's learning goals affect, direct, and
energise their conduct.
6. Attitudes:
Adults bring views to the classroom that have a big impact on how motivated or capable they
are to learn. Recent research indicates that people who sense a lot of powerlessness find it
difficult to acquire information related to control. Adults are more likely to study and attend to
anything that can help them become more competent in the here and now. If a crucial necessity
overrides the information, it won't be kept. If there are sufficient reasons for the behaviour in
issue, educational efforts to change behaviour won't be effective.
7. Learning Styles:
Everyone has a different method of learning. A different name for a learning approach is
learning inclinations. How a person absorbs knowledge depends on their preferred learning
method. While some students use a deep processing strategy that concentrates on the surface,
others use a deep processing strategy that concentrates on understanding the deeper meaning.
One's preferred method of learning may also be linked to their preferred perceptions. (or
preferences). Examples include pupils who learn best through sight, sound, and movement.
Learning curve:
Dr. Hermann Ebbinghaus first discussed this idea in 1885, long before the word "learning curve"
was coined in the early 20th century. He created a forgetting curve theory while primarily
concentrating on memory research. This theory explains how our memory functions and how
knowledge about particular topics that people try to learn is retained.
The Ebbinghaus memory experiments are the foundation of the contemporary microlearning
theory. These days, it aids us comprehend when and why we forget specific knowledge, as well
as how to address this. The learning curve was later discussed by Arthur Bills in his book
"General Experimental Psychology." The learning curve is a graphical tool for visualising the
rate of progress in terms of a particular measure of effectiveness as a result of practice,
according to how he explains it in his writing. He showed two learning curve graphs and
described two aspects of the same process. The first curve of success shows a rise in output
with respect to each trial unit. The second shows a decreasing, or eliminative, graph of the
amount of time required to complete the same job.
Terms used to describe the learning curve include:
experience curve,
cost curves,
efficiency curves,
productivity curves.

Types of Learning Curve: Although the theory states that more attempts = a decrease in time,
it does not always work out that way. Many factors can impact the end-results, resulting in a
variety of different learning curve shapes.Here are four common types of a learning curve and
what they mean:
1. Diminishing-Returns Learning Curve:
The rate of progression increases rapidly at the beginning and then decreases over time.
This describes a situation where the task may be easy to learn and progression of learning is
initially fast and rapid.Progression levels off as the learner obtain full proficiency. This could be
described as a plateau, where the individual is no longer progressing. It could signal that the
learner has reached a limit in their ability or that a transition may be occurring. It could also
mean that the individual has lost motivation or is fatigued
2. Increasing-Returns Learning Curve:
The rate of progression is slow at the beginning and then rises over time until full proficiency is
obtained.This model describes a situation where perhaps a complex task is being learned and
the rate of learning is initially slow.
3. Increasing-Decreasing Return Learning Curve (the S-curve):
This model is the most commonly cited learning curve and is known as the “S-curve” model.
It measures an individual who is new to a task. The bottom of the curve indicates slow learning
as the learner works to master the skills required and takes more time to do so.The latter half of
the curve indicates that the learner now takes less time to complete the task as they have
become proficient in the skills required. Often the end of the curve begins to level off, indicating
a plateau or new challenges.

4. Complex Learning Curve:

This model represents a more complex pattern of learning and reflects more extensive tracking.
The beginning of the curve indicates that learning is initially slow.The second stage of the curve
shows an increase, which indicates that the learner is becoming proficient in the skill.The third
stage of the curve indicates that the learner is plateauing in his proficiency once the learner
feels he has mastered the skill.The fourth stage of the curve represents that the learner is
actually still improving the skill.The last stage of the curve represents the point at which the skill
becomes automatic, muscle memory for the learner, often termed “over learning”.

REVIEW OF LITERATURE:
Soy (2015) conducted a study to find out the positive impact on learning curve of students by
introducing ICT in teaching –learning. Pre and post-test were conducted, after pre-test lesson
were delivered by using ICT and the data were analysed by using statistical tools and the result
indicated a significant positive impact on student’s learning curve. Linda A (2013) pointed out
that as an organisation produces more of a product, the cost of production per unit decreases at
a decreasing rate. A learning curve for the production of military jet by plotting, the number of
direct labour hours required to assemble each jet craft on the vertical axis and cumulative
number of aircraft produced is on the horizontal axis. As experience was gained, the number of
direct labour hours required to assemble each jet craft decreased significantly and the rate of
decrease declined with rising cumulative output. This and related phenomena are referred as
learning curve, progress curve, experience curve or learning by doing. Brent M, et.al. (2011)
pointed out that learning curves can be used to evaluate and compare personalised educational
systems and describes three studies to demonstrate how learning curves can be used to derive
changes in the user model.The results of these studies demonstrate the successful use of
learning curves in formative studies of adaptive educational systems. Eelke W (2007) examined
a number of conditions that influence the ability and opportunity of organizational units and their
employees to facilitate autonomous learning. The study brought out that various diverse
experiences result in a deeper process of cognitive understanding and therefore to the ability of
employees to transfer successful routines from one product to other related products. The
findings of the study was variation in learning rates by the percentage of temporary employees
used, the level of excess capacity, the degree to which regions face problems in other important
performance dimensions and it provide insights into strategies in the processes of designing
work to maintain a positive learning curve. Willard and Paul (1998) proposed an approach
based on learning cycle where in each period management takes an action to improve the
process, to observe the results and thereby learns how to improve the process further overtime.
The analysis of the study suggested a differential equation that not only characterize continuous
improvement but also reveals how learning might occur in the learning curve. This differential
equation might help management to evaluate the effectiveness of various procedures and to
improve and enhance industrial process more quickly.Paul and Kim (1991) conducted an
exploratory study that sketches some of the behavioural processes that give rise to the learning
curve. The study used data from two manufacturing departments in electronic equipment’s
company to construct a model of productivity improvement as a function of cumulative output
and two managerial variables- engineering changes and workforce training. This model
highlights complex relationship between first-order and second-order learning. The time
required for a single task decreases as the proficiency with which participants repetitively
perform a task increases.
METHOD:

Objective
● To study the nature of score distribution and progress in efficiency from trial to trial.
● To study the nature of the learning curve through the cancellation test.
Hypothesis
● As the number of trial increases, the number of error committed will decrease
● As the number of trial increases the number of vowels cancellation will also increase

EXPERIMENT DESIGN
A single subject design will be used; main purpose of this experiment is to experimentally
demonstrate the nature of score distribution and progress in efficiency from trial to trial and in
the nature of the learning curve through the cancellation test. Cancellation sheet was given to
the subject, and the subject has to cancel out vowels from the series of the letters. For that
1-minute time was given, for each trial. Number of vowels cancelled and the number of errors
committed is to be recorded by the experimenters.

VARIABLES:
1) Independent variable:
● Cancellation sheets
2) Dependent variable
● Number of vowel cancelled per trial
● Number of error per trial
3) Controls
● Once the subject starts cancelling the vowels he/she cannot go back to cancel the left
out vowels or undo the cancellation
● Equal time provided for all the 11 trials i.e., 60 seconds per trial
● Factors like noise, light and sound should be controlled
● Right attitude, proper mindset and attention is needed for the completion of this
experiment Once the subject starts cancelling the vowels, he/she cannot move back to
cancel the left out vowel or to undo a consonant cancellation.
● Care should be taken to give equal time, prior ( 1 min) for each trial.
● Environmental factors like light, temperature, noise should be controlled.
● The experimenter has to instruct the subject so that a proper mindset is developed.
MATERIALS:
The following materials were used in the experiment –
1. Cancellation test sheet
2. Pencil
3. Record sheet
4. Introspective sheet
5. Stop watch

Sample frame
a. Inclusion criteria
● Individuals who are between the age of 12 to 17 years
● Individuals who are between the age of 18 to 30 years
b. Exclusion criteria
● Individuals below 12 years
● Individuals above 30 years
● Individuals who have learning disabilities

SAMPLE
Sample01
● Gender :- Male
● Age:-12
● Occupation :- Student
Sample02
● Gender :- Male
● Age:- 21
● Occupation:- Student
SCORING:
Average cancellation = 𝑐𝑜𝑟𝑟𝑒𝑐𝑡 𝑐𝑎𝑛𝑐𝑒𝑙𝑙𝑎𝑡𝑖𝑜𝑛/
𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑡𝑟𝑖𝑎𝑙𝑠
Average error = 𝑒𝑟𝑟𝑜𝑟 /𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑡𝑟𝑖𝑎𝑙𝑠

PROCEDURE AND ADMINISTRATION:

Preparation:
For the purpose of the experiment a cancellation sheet was used with letters from A-Z randomly
typed on it. A stop watch was used to note down the time taken for each trial. The experiment
was carried out in 11 trials where the subject had to cancel all the vowels that came in the
series.
Precautions:
The following precautions were taken during the experiment-
● Once the subject starts cancelling the vowels, he/she cannot move back to cancel the left out
vowel or to undo a consonant cancellation.
● Care should be taken to give an equal time period ( 1 minute) for each trial.
● Environmental conditions should be stable enough.
RAPPORT FORMATION:
Sample01
The subject was friendly and outspoken which laid the firm of rapport without any difficulties
and to legatimize the trust process a concent form was signed ,thereafter as the experimenter
was prepared the subject was situated pleasantly, and only then did the conduction begin.

Sampel02
The two the experimenter and the subject were familiar with each other which led to quick
formation of trust and the experiment began soon afterwards
Instructions:
The following instructions were given to the subject,
“You have a cancellation test sheet with you. You can see that the alphabets A – Z are randomly
typed on the sheet. Your task is to cancel the vowels wherever they come in the series with a
tally mark (/).
Be cautious as skipping a vowel or cancelling the consonants will be considered as errors. You
will be given 11 trials each one of one minute. You cannot go back to cancel the vowel that has
been left out and you cannot undo the wrong cancellation of the consonant. Work as efficiently
as you can.

Before the beginning of each trial a start signal and at the end the trial a stop signal will be
given.

Actual Procedure:
following the randomization of experiment both the subjects were given the same instruction,
cancellation sheets and same amount of time .
They were told that they have a cancellation sheet with them ,the sheet consists of jumbled
alphabets from A to Z in random order, And they were instructed to cancel the vowels in each
line with a tally mark . Along with this they were informed that leaving a vowel or cancelling the
consonant would be consider as error . Total 11 trial were given to each subject of one minute .
They werent allowed to go back and cancel the vowel that has been left out . Before conduction
of experiment each subject was given a signal. The experiment took place as it is instructed .
INTROSPECTIVE REPORT:
Sample01
Q1:-Did you find the experiment difficult?
Ans:-A little as it was time bounded and alphabets were compact to each other it was difficult to
get to all the vowels .
Q2:- what kept you motivated ?
Ans:-To score better than before
Q3:- was there any part of it where you lost interest?
Ans:- yes! After a frew trial i coudnt concentrate well and that made me lose interest in it

Sample02
Q1:- Did you find the experiment difficult?
Ans:- no , it was easy
Q2:- what kept you motivated
Ans:- the experiment was interesting and that’s kept me motivated to do it
Q3:- was there any part of it where you lost interest
Ans:- No! I really enjoyed the experiment it was fun

RESULTS & DISCUSSION

Qualitative data-
Sample 01- According to the subject's introspective report, he found the experiment time taking
and complex . His issue was that the experiment bore him because there were so many trials,
which could have affected how well he did.
Sample 02 - According to the subject's introspective report, the subject found the experiment to
be extremely fascinating and different , he proceeded through it, everything became clearer and
he enjoyed himself without being significantly impacted by the length. he has not given any
specifics about his performance standards.
Quantitative data-
TABLE 1: Individual data on the cancellation test.
Sample02
TRIALS NO.OF ERROR NO.OF CORRECT
CANCELLATION CANCELLATION

1 47 2 45

2 47 1 46

3 50 3 47

4 46 2 44

5 61 1 60

6 53 1 52

7 53 0 53

8 49 2 47

9 51 1 50

10 60 0 60

11 28 3 25

TOTAL -545 16 529

Average cancellation =
𝑐𝑜𝑟𝑟𝑒𝑐𝑡 𝑐𝑎𝑛𝑐𝑒𝑙𝑙𝑎𝑡𝑖𝑜𝑛
——————————
No. Of trial
= 529
————
11
=48.09
Average error = 𝑒𝑟𝑟𝑜𝑟/ 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑡𝑟𝑖𝑎𝑙𝑠
= average error = 16/11= 1.45

Sample01
TRIAL NO.OF ERROR NO.OF CORRECT
CANCELLATION CANCELLATION

1 34 0 34

2 20 0 20

3 32 0 32

4 49 0 49

5 35 0 35

6 40 0 40

7 38 0 38
 8 38 0 38

9 37 0 37

10 39 0 39

11 44 140 -96

406 140 266

Average cancellation =
𝑐𝑜𝑟𝑟𝑒𝑐𝑡 𝑐𝑎𝑛𝑐𝑒𝑙𝑙𝑎𝑡𝑖𝑜𝑛
——————————
No. Of trial

= 266/11 = 24.1

Average error = 𝑒𝑟𝑟𝑜𝑟/ 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑡𝑟𝑖𝑎𝑙𝑠

= average error
=140/11 =12.7

Z -SCORE
SR NO. X X-X (X-X)2 Z - score

1 493 -22.8 519.8 -0.4

2 395 -120.8 14,592.6 -2.1

3 535 19.2 368.6 0.3

4 406 -109.8 12,056.04 1.9

5 539 23.2 12,487.1 0.4

6 520 4.2 17.6 0.07

7 498 -22.8 519.8 -0.4

8 508 -7.8 60.84 -0.1

9 426 -89.8 8,064.04 -1.6

10 531 15.2 231.04 0.2

11 544 28.2 795.24 0.5

12 563 47.2 2,227.84 0.8

13 478 -37.8 1,428.84 -0.6

14 501 -14.8 219.04 -0.2

15 529 13.2 174.24 0.2

16 550 34.2 1,169.64 0.6

17 145.2 21,083.04 2.6

661
18 34.2 1,169.64 0.6
550

19 9.2 84.64 0.1

525

20 521 5.2 27.04 0.09

21 538 22.2 492.84 0.4

22 546 30.2 912.04 0.5

23 541 25.2 635.04 0.4

24 544 28.2 795.24 0.5

25 546 30.2 912.04 0.54

26 -89.8 8,064.04 -1.6

426

27 465 -50.8 2,580.64 -0.9

28 18.2 331.24 0.3

534

29 4.2 17.64 0.075

520

30 26.2 686.44 0.47

542

total= 15475 1121 92723.86

X= 515.8

Mean= 515.8
Standard deviation =55.5
DISCUSSION:
The purpose of this experiment was to look into the nature of the learning curve in two age
categories. The two subjects in this research were given vowel cancellation sheets and told to
cancel them in 11 trials of 60 seconds each. The scores were determined by the number of
accurate cancellations and errors made during each trial. The first subject was an adolescent,
and the second was an adult. The results of this experiment indicate that there is a visible
difference in the scores of the two subjects. Subject 1 (adolescent) had a lower average score of
24.1 and the subject 2 had a higher cancellation score of 48.09 subject 1 had a higher average
of error score of 12.7 and subject 2 had a lower average error score of 1.45
These results suggest that there may be a difference in the learning curve between the two age
groups. The hypothesis that as the number of trials increases, the number of errors committed
will decrease, is supported by the results of Subject2, who had a lower error rate in the later
trials. However, this hypothesis is not supported by Subject 1's results, as their error rate
remained relatively constant throughout the trials.
CONCLUSION:
In conclusion, the results of this experiment demonstrate the nature of learning curves and the
growth in efficiency from trial to trial through the cancellation test. The experiment included two
subjects, one adolescent and one adult, who were instructed to cancel vowels in 11 trials of 1
minute each. The data obtained through scoring using the average cancellation and average
error formulas showed a visible difference in the results of both subjects. The hypothesis of the
experiment was partially supported as the results showed that as the number of trials increased,
the number of errors committed decreased. However, the results did not fully support the
hypothesis that as the number of trials increased, the number of vowel cancellations also
increased.
This experiment highlights the importance of understanding the nature of learning curves and
the factors that affect them. The results obtained can have practical implications in various
fields, including education and training, by providing insight into how learners improve their
performance over time and what factors may hinder or facilitate this improvement.

LIMITATIONS:
As a con, a learning curve is very dependent on assumptions made about performance. As
mentioned earlier, many variables can impact learning and future performance:

● Using a learning curve to predict overall performance of larger groups or processes

means that many assumptions are made on variables like motivation, sociological
factors, workplace dynamics, training resources, and previous knowledge or experience.

● A learning curve that may not show expected results would need further analysis to
determine the underlying variables impacting its shape, as the curve does not tell the
whole story.

IMPLICATION:-
● The learning curve is often used in colloquial speech to describe the time and effort
required when learning something challenging.

● The application can be broad and generalized, such as describing the learning curve
involved in learning to read. In these scenarios, a graphical representation using
mathematics is not being applied to explain learning progression. The term is therefore
used as a qualitative description of learning progression over time.
● The other application of learning curve is quantitative, where mathematical models are
created to represent the rate of proficiency or mastery of a task.
● This learning curve model is only applicable when used to measure the real rate of
progress for completing a specific task against time. The task needs to be repeatable,
measurable, and consist of only one variable within a procedure; it cannot measure an
entire procedure on its own.

References
1. https://dictionary.apa.org/place-learning
2. https://www.valamis.com/hub/cognitive-learning#:~:text=Cognitive%20Learning%
20Examples-,What%20is%20Cognitive%20Learning%3F,your%20memory%20and
%20retention%20capacity.
3. https://www.verywellmind.com/operant-conditioning-a2-2794863
4. https://ijrcs.org/wp-content/uploads/IJRCS202007029.pdf
5. https://newlearningonline.com/new-learning/chapter-6/keywords-chapter-6-the-nat
ure-of-learning
APPENDIX