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List of Japanese people

This is a list of notable Japanese people.

To be included in this list, the person must have a Wikipedia article showing they are Japanese.

Authors

 * Kobo Abe, author of The Woman in the Dunes
 * Ryunosuke Akutagawa
 * Matsuo Basho, author of The Narrow Road to the Deep North
 * Osamu Dazai, author of No Longer Human
 * Yasunari Kawabata, winner of the Nobel Prize in Literature
 * Yukio Mishima
 * Haruki Murakami
 * Kenzaburo Oe, winner of the Nobel Prize in Literature
 * Murasaki Shikibu, author of The Tale of Genji
 * Sei Shonagon, author of The Pillow Book
 * Natsume Soseki, author of Kokoro
 * Junichiro Tanizaki
 * Kenko Yoshida, author of Essays in Idleness

Company founders

 * Yoshisuke Aikawa (1880–1967), founder of Nissan
 * Takeo Fujisawa (1910–1988), co-founder of the automobile manufacturer Honda
 * Hirotoshi Honda, founder of Mugen Motorsports
 * Konosuke Matsushita, founder of Panasonic
 * Hiroshi Mikitani, founder of Rakuten
 * Mitsui Takatoshi (1622–1694), founder of Mitsui
 * Mikimoto Kokichi (1858–1954), founder of Mikimoto
 * Soichiro Honda (1906–1991), co-founder of the automobile manufacturer Honda
 * Jujiro Matsuda (1875-1952), founder of Mazda automobile company
 * Michio Suzuki (1887–1982), founder of Suzuki
 * Eiji Toyoda (1913–2013), founder of luxury automobile manufacturer Lexus
 * Kiichiro Toyoda (1894–1952), founder of automobile manufacturer Toyota in 1937
 * Sakichi Toyoda (1867–1930), founder of Toyota Industries and Toyota Group

Educators

 * Mori Arinori
 * Tsunesaburō Makiguchi
 * Midori Suzuki
 * Fukuzawa Yukichi
 * Tsuda Yukio
 * Kanō Jigorō
 * Imai Yone

Historians

 * Ienaga Saburō
 * Kanda Nobuo
 * Maruyama Masao
 * Naitō Torajirō
 * Ikuhiko Hata
 * Shinichi Kitaoka
 * Kan Kimura
 * Ichirō Inaba
 * Naoki Inose

A

 * Abe Masakatsu
 * Adachi Kagemori
 * Adams, William (foreign born)
 * Akao Kiyotsuna
 * Akechi Mitsuhide
 * Akiyama Nobutomo
 * Amago Haruhisa
 * Amago Yoshihisa
 * See also Amago clan
 * Ankokuji Ekei
 * Aochi Shigetsuna
 * Arai Hakuseki
 * Araki Murashige
 * Arima Kihei
 * Asakura Yoshikage
 * Azai Hisamasa
 * Azai Nagamasa
 * Azai Sukemasa

B

 * Baba Nobufusa
 * Bessho Nagaharu

C

 * Chōsokabe Morichika
 * Chōsokabe Kunichika
 * Chōsokabe Motochika
 * Chōsokabe Nobuchika
 * Collache, Eugène

D

 * Date Masamune
 * See also Date clan
 * Doi Toshikatsu

E

 * Endō Naotsune
 * Enomoto Takeaki

F

 * Fūma Kotarō
 * Fuwa Mitsuharu
 * Fujiwara no Hidesato (Tawara no Tōda)
 * Fukushima Masanori

G

 * Gamō Katahide
 * Gamō Ujisato

H

 * Hasekura Tsunenaga
 * Hattori Hanzō
 * Hatano Hideharu
 * Hirate Masahide
 * Hitotsubashi Keiki
 * Hōjō Masako
 * Hōjō Tokimune
 * Hōjō Ujiyasu
 * Hōjō Ujimasa
 * Honda Tadakatsu
 * Honda Komatsu (Inahime)
 * Honganji Kennyo
 * Hosokawa Fujitaka
 * Hosokawa Gracia
 * Hosokawa Tadaoki
 * Hotta Masatoshi

I

 * Ii Naomasa
 * Ii Naomori
 * Ii Naosuke
 * Ii Naotaka
 * Ii Naoyuki
 * Iizasa Ienao
 * Ijuin Tada'aki
 * Imagawa Yoshimoto
 * Imai Kanehira
 * Ishida Mitsunari
 * Itagaki Nobukata
 * Itagaki Taisuke
 * Itō Hirobumi
 * Iwanari Tomomichi

K

 * Kaneko Ietada
 * Katagiri Katsumoto
 * Katō Kiyomasa
 * Kawakami Gensai
 * Kido Takayoshi
 * Kikkawa Hiroie
 * Kimotsuki Kanetsugu
 * Kobayakawa Hideaki
 * Kobayakawa Hidekane
 * Kobayakawa Takakage
 * Kojima Toyoharu
 * Kuroda Denta
 * Kuroda Kanbei Don Sim(e)on Josui Yoshitaka
 * Kuroda Kiyotaka
 * Kusunoki Masashige
 * Kumagai Naozane

M

 * Maeda Keiji
 * Maeda Nagatane
 * Maeda Toshiie
 * Maeda Toshinaga
 * Maeda Toshitsune
 * Manabe Akifusa
 * Matsudaira Nobutsuna
 * Matsudaira Nobuyasu
 * Matsudaira Higo no Kami Katamori
 * Matsudaira Sadanobu
 * Matsudaira Tadayoshi
 * Matsudaira Teru
 * Matsunaga Hisahide
 * Matsuo Bashō
 * Matsudaira Motoyasu
 * Minamoto no Mitsunaka
 * Minamoto no Yoshiie
 * Minamoto no Yoshimitsu
 * Minamoto no Yoshinaka
 * Minamoto no Yoshitomo
 * Minamoto no Yoshitsune
 * Minamoto no Tameyoshi
 * Minamoto no Yorimasa
 * Minamoto no Yorimitsu
 * Minamoto no Yoritomo
 * Minamoto no Noriyori
 * Mirei Kiritani
 * Miura Anjin
 * Miura Yoshimoto
 * Miyamoto Musashi
 * Miyoshi Chōkei
 * Miyoshi Yoshitsugu
 * Mizuno Tadakuni
 * Mōri Motonari
 * Mori Nagayoshi
 * Mōri Okimoto
 * Mori Ranmaru
 * Mōri Takamoto
 * Mōri Terumoto
 * Mori Yoshinari

N

 * Nagakura Shinpachi
 * Nagao Harukage
 * Nagao Masakage
 * Nagao Tamekage
 * Naoe Kanetsugu
 * Nakagawa Kiyohide
 * Naoe Kagetsuna
 * Naoe Kanetsugu
 * Nihonmatsu Yoshitsugu
 * Niimi Nishiki
 * Niiro Tadamoto
 * Niwa Nagahide
 * Niwa Nagashige

O

 * Oda Nobuhide
 * Oda Nobunaga
 * Oda Nobutada
 * Oda Nobutomo
 * Oda Nobukatsu
 * Ogasawara Shōsai
 * Ōishi Kuranosuke
 * Okada Izō
 * Judge Ōoka
 * Ōta Dōkan
 * Ōtomo Sōrin
 * Okita Sōji
 * Ōkubo Toshimichi
 * Ōuchi Yoshitaka

R

 * Rokkaku Yoshitaka
 * Rusu Masakage
 * Ryūzōji Takanobu
 * See also Ryūzōji clan

S

 * Saigo Kiyokazu
 * Sagara Taketō
 * Saigō Takamori
 * Saigō Yoshikatsu
 * Saitō Dōsan
 * Saitō Hajime
 * Saitō Yoshitatsu
 * Sakai Tadakiyo
 * Sakai Tadashige
 * Sakai Tadayo
 * Sakamoto Ryōma
 * Sakuma Morimasa
 * Sakuma Nobumori
 * Sanada Masayuki
 * Sanada Nobuyuki
 * Sanada Yukimura
 * Sasaki Kojirō
 * Sasaki Yoshikiyo
 * Serizawa Kamo
 * Shibata Katsuie
 * Shima Sakon
 * Shimada Ichirō
 * Shimazu Katsuhisa
 * Shimazu Tadahisa
 * Shimazu Tadatsune
 * Shimazu Tadayoshi
 * Shimazu Takahisa
 * Shimazu Yoshihiro
 * Shimazu Yoshihisa
 * Sue Yoshitaka

T

 * Tachibana Muneshige
 * Tachibana Dōsetsu
 * Tachibana Ginchiyo
 * Taigen Sessai
 * Taira no Kiyomori
 * Taira no Masakado
 * Takahashi Shigetane
 * Takenaka Shigeharu
 * Takaoka Muneyasu
 * Takasugi Shinsaku
 * Takayama Justo (Shigetomo)
 * Takayama Ukon
 * Takechi Hanpeita
 * Takeda Katsuyori
 * Takeda Nobushige
 * Takeda Shingen
 * Tani Tateki
 * Toki Yorinari
 * Tokugawa Ieyasu
 * Tokugawa Hidetada
 * Tokugawa Nariaki
 * Tokugawa Yoshinobu
 * Toyotomi Hideyoshi
 * Toyotomi Hideyori
 * Tozuka Tadaharu
 * Tsukahara Bokuden

U

 * Uesugi Kagekatsu
 * Uesugi Kagetora
 * Uesugi Kenshin
 * Ukita Naoie
 * Umezawa Michiharu
 * Usami Sadamitsu

W

 * Watanabe Kazan
 * Watanabe no Tsuna

Y

 * Yagyū Jūbei Mitsuyoshi
 * Yasuke (foreign born)
 * Yamada Arinaga
 * Yamada Arinobu
 * Yamada Nagamasa
 * Yamagata Masakage
 * Yamanami Keisuke
 * Yanagisawa Yoshiyasu
 * Yonekura Shigetsugu
 * Yagyū Munenori
 * Yamauchi Kazutoyo
 * Yūki Hideyasu

Kamakura shōguns

 * 1) Minamoto no Yoritomo, r. 1192–1199
 * 2) Minamoto no Yoriie, r. 1202–1203
 * 3) Minamoto no Sanetomo, r. 1203–1219
 * 4) Kujō Yoritsune, r. 1226–1244
 * 5) Kujō Yoritsugu, r. 1244–1252
 * 6) Prince Munetaka, r. 1252–1266
 * 7) Prince Koreyasu, r. 1266–1289
 * 8) Prince Hisaakira, r. 1289–1308
 * 9) Prince Morikuni, r. 1308–1333
 * 10) Prince Morinaga, r.1333–1334
 * 11) Prince Norinaga, r. 1334–1338

Kamakura shikken

 * 1) Hōjō Tokimasa, r. 1203–1205
 * 2) Hōjō Yoshitoki, r. 1205–1224
 * 3) Hōjō Yasutoki, r. 1224–1242
 * 4) Hōjō Tsunetoki, r. 1242–1246
 * 5) Hōjō Tokiyori, r. 1246–1256
 * 6) Hōjō Tokimune, r. 1268–1284
 * 7) Hōjō Sadatoki, r. 1284–1301
 * 8) Hōjō Morotoki, r. 1301–1311
 * 9) Hōjō Takatoki, r. 1316–1326

Ashikaga shōguns

 * 1) Ashikaga Takauji, ruled 1338–1358
 * 2) Ashikaga Yoshiakira, r. 1359–1368
 * 3) Ashikaga Yoshimitsu, r. 1368–1394
 * 4) Ashikaga Yoshimochi, r. 1395–1423
 * 5) Ashikaga Yoshikazu, r. 1423–1425
 * 6) Ashikaga Yoshinori, r. 1429–1441
 * 7) Ashikaga Yoshikatsu, r. 1442–1443
 * 8) Ashikaga Yoshimasa, r. 1449–1473
 * 9) Ashikaga Yoshihisa, r. 1474–1489
 * 10) Ashikaga Yoshitane, r. 1490–1493, 1508–1521
 * 11) Ashikaga Yoshizumi, r. 1494–1508
 * 12) Ashikaga Yoshiharu, r. 1521–1546
 * 13) Ashikaga Yoshiteru, r. 1546–1565
 * 14) Ashikaga Yoshihide, r. 1568
 * 15) Ashikaga Yoshiaki, r. 1568–1573

Tokugawa shōguns
Over the course of the Edo period, influential relatives of the shōgun included:
 * Tokugawa Mitsukuni of the Mito domain
 * Tokugawa Nariaki of the Mito domain
 * Tokugawa Mochiharu of the Hitotsubashi branch
 * Tokugawa Munetake of the Tayasu branch.
 * Matsudaira Katamori of the Aizu branch.
 * Matsudaira Sadanobu, born into the Tayasu branch, adopted into the Hisamatsu-Matsudaira of Shirakawa.

Emperors

 * Emperor Jinmu
 * Emperor Kōbun
 * Emperor Tenmu
 * Emperor Go-Toba
 * Emperor Go-Daigo

Commanders from loyal family

 * Kibitsuhiko-no-mikoto
 * Yamato Takeru
 * Empress Jingū

Commanders in Thirty-Eight Years' War

 * Ōtomo no Otomaro
 * Sakanoue no Tamuramaro
 * Aterui

Modern

 * Anami Korechika
 * Doihara Kenji
 * Enomoto Takeaki
 * Kuroki Itei (Kuroki Tamemoto)
 * Matsui Iwane
 * Ōta Minoru
 * Suzuki Kantarō
 * Tōgō Heihachirō
 * Tōjō Hideki
 * Yamamoto Isoroku
 * Shiro Kawase
 * Ishiwara Kanji

Idols (male)
• Daiki Arioka

• Goro Inagaki

• Hikaru Yaotome

• Hiroki Uchi

• Jin Akanishi

• Jun Matsumoto

• Junnosuke Taguchi

• Junichi Okada

• Kanata Hongō

• Katori Shingo

• Kazunari Ninomiya

• Kazuya Kamenashi

• Kei Inoo

• Keiichiro Koyama

• Keita Tachibana

• Keito Okamoto

• Kimura Takuya

• Koichi Domoto

• Koike Teppei

• Kota Yabu

• Kusano Hironori

• Masahiro Nakai

• Masaki Aiba

• Ryutaro Morimoto

• Shingo Murakami

• Ryo Nishikido

• Ryohei Chiba

• Ryuichi Ogata

• Ryosuke Yamada

• Satoshi Ohno

• Shigeaki Kato

• Shingo Murakami

• Sho Sakurai

• Shota Yasuda

• Subaru Shibutani

• Takahisa Masuda

• Tanaka Koki

• Tatsuya Ueda

• Tsuyoshi Domoto

• Tsuyoshi Kusanagi

• Tomohisa Yamashita

• Toma Ikuta

• Yu Yokoyama

• Yuichi Nakamaru

• Yuma Nakayama

• Yuto Nakajima

• Yuuri Chinen

• Yuya Tegoshi

• Yuya Takaki

Idols (female)
• Sayaka Akimoto

• Rina Akiyama

• Momoka Ariyasu

• Mizuki Fukumura

• Yui Hiwatashi

• Haruna Iikubo

• Erina Ikuta

• Ayumi Ishida

• Tomomi Itano

• Tomomi Kasai

• Yuki Kashiwagi

• Umika Kawashima

• Rie Kitahara

• Eiko Koike

• Haruna Kojima

• Haruka Kudo

• Koharu Kusumi

• Atsuko Maeda

• Erina Mano

• Jurina Matsui

• Rena Matsui

• Aya Matsuura

• Sayumi Michishige

• Minami Minegishi

• Kanako Momota

• Haruka Nakagawa

• Shoko Nakagawa

• Chise Nakamura

• Jun Natsukawa

• Yuko Oshima

• Ayaka Sasaki

• Masaki Sato

• Riho Sayashi

• Rino Sashihara

• Mariko Shinoda

• Kanon Suzuki

• Reni Takagi

• Aki Takajo

• Minami Takahashi

• Shiori Tamai

• Takako Uehara

• Aya Ueto

• Mayu Watanabe

• Azusa Yamamoto

Models
• Seika Furuhata

• Kanata Hongō

• Aki Hoshino

• May J.

• Meisa Kuroki

• Riyo Mori

• Suzuka Morita

• Mariya Nishiuchi

• Fujiwara Norika

• Tao Okamoto

• Oshikiri Moe

• Umemiya Anna

• Inoue Waka

• Yamada Yu

• Ebihara Yuri

Musicians and singers (male)
• Eiichi Ohtaki

• Eikichi Yazawa

• Gackt

• Haruomi Hosono

• hide

• Hiromi Go

• Kiyoshiro Imawano

• Hideaki Tokunaga

• Hyde

• Kazumasa Oda

• Keisuke Kuwata

• Koshi Inaba

• Kōji Tamaki

• Kyosuke Himuro

• Miyavi

• Noriyuki Makihara

• Ryuichi Sakamoto

• Saijo Hideki

• Takanori Nishikawa

• Tamio Okuda

• Tatsuya Ishii

• Tatsuro Yamashita

• Tomoyasu Hotei

• Toshi Kubota

• Toshiki Kadomatsu

• Yasuyuki Okamura

• Yoshiki

• Yōsui Inoue

• Yukihiro Takahashi

Musicians and singers (female)
• Ai Otsuka

• Ai Takahashi

• Aiko Kayō

• Akiko Wada

• Alisa Durbrow

• Angela Aki

• Anna Tsuchiya

• Airi Suzuki

• Aya Hirano

• Aya Matsuura

• Aya Ueto

• Ayaka Hirahara

• Ayaka Komatsu

• Ayaka

• Ayumi Hamasaki

• Ayumi Kinoshita

• Beni Arashiro

• Bonnie Pink

• Chiaki Kuriyama

• Chihiro Onitsuka

• Chisaki Hama

• Chitose Hajime

• Crystal Kay

• Erika Sawajiri

• Emi Hinouchi

• Emi Maria

• Eri Ito

• Emyli

• Garnet Crow

• Goto Maki

• Hagiwara Mai

• Halna

• Hikaru Nishida

• Hiro

• Hiroko Anzai

• Hiroko Shimabukuro

• Hitomi

• Ikue Sakakibara

• Imai Eriko

• JASMINE

• Jhené Aiko

• Jun Natsukawa

• Junko Sakurada

• JYONGRI

• Kanako Enomoto

• Kanbe Miyuki

• Kanon Wakeshima

• Kawabe Chieco

• Kawase Tomoko

• Keiko Kitagawa

• Kumi Koda

• Kusumi Koharu

• Lia

• Maaya Sakamoto

• Maeda Atsuko

• May J.

• Mari Amachi

• Masako Mori

• Meisa Kuroki

• Megumi Odaka

• Megumi

• Megumi Hayashibara

• Melody.

• Mew Azama

• Mihiro Taniguchi

• Miho Komatsu

• Miho Nakayama

• Miki Fujimoto

• Miki Jinbo

• Miliyah Kato

• MINMI

• Miyuu Sawai

• Mizuki Nana

• Momoe Yamaguchi

• Myco

• Mika Nakashima

• Namie Amuro

• Natsuyaki Miyabi

• Noriko Sakai

• Reina Tanaka

• Reon Kadena

• Ribbon

• Ryōko Hirosue

• Saori Minami

• Sayaka

• Sayumi Michishige

• Seiko Matsuda

• Shoko Nakagawa

• Takako Ōta

• Takako Uehara

• Thelma Aoyama

• Toko Yasuda

• Tomomi Itano

• Tsugunaga Momoko

• Hikaru Utada

• Waka Inoue

• Yui

• Yui Makino

• Yukiko Okada

• Yuko Ogura

• Yuna Ito

Tarento

 * Aya Ueto
 * Becky
 * Kazushige Nagashima
 * Kano sisters
 * Matt Kuwata
 * Mina Fukui
 * Momoiro Clover Z
 * Naomi Watanabe
 * Roland (Japanese host)

TV and radio personalities

 * Iijima Ai
 * Mao Inoue
 * Kano sisters
 * Sugita Kaoru
 * Mino Monta
 * Shinohara Tomoe

Others

 * Kurihara Harumi
 * Ghib Ojisan
 * Papaya Suzuki
 * Rina Gonoi

Meiji period (1868–1912)
Prime Ministers of Emperor Meiji

Taishō period (1912–1926)
Prime Ministers of Emperor Taishō

Shōwa period under 1890 Constitution (1926–1947)
Prime Ministers of Emperor Shōwa under 1890 Constitution

Shōwa period under 1947 Constitution (1947–1989)
Prime Ministers of Emperor Shōwa under 1947 Constitution

Heisei period (1989–2019)
Prime Ministers of Emperor Akihito

Reiwa period (2019–present)
Prime Ministers of Emperor Naruhito

Religious leaders
• Dogen

• Eisai

• Kūkai

• Miki Nakayama

• Nichiren

• Nikkō

• Ryōkan

• Saigyo

• Shinran

• Asahara Shōko

• Taisen Deshimaru

• Peter Doi

• Nichidatsu Fujii

• Joseph Satoshi Fukahori

• Keido Fukushima

• Stephen Fumio Hamao

• Januarius Kyunosuke Hayasaka

• Peter Takaaki Hirayama

• Daisaku Ikeda

• Peter Baptist Tadamaro Ishigami

• Kōshū Itabashi

• Terasawa Junsei

• Petro Kasui Kibe

• Peter Magoshiro Matsuoka

• Sōyū Matsuoka

• Paulo Miki

• Joseph Atsumi Misue

• Francis Xavier Osamu Mizobe

• Magdalene of Nagasaki

• Teshima Ikurō

• Uchimura Kanzo

• Yoshihiko Kikuchi

• Peter Takeo Okada

• Joseph Asajiro Satowaki

• Kōdō Sawaki

• Nyogen Senzaki

• Francis Xavier Kaname Shimamoto

• Peter Shirayanagi

• Takuan Sōhō

• Shunryū Suzuki

• Daisetz Teitaro Suzuki

• Paul Yoshigoro Taguchi

• Joseph Mitsuaki Takami

• Jacobo Kyushei Tomonaga

• Mitsumyo Tottori

• Paul Tsuchihashi

• Thomas Tsugi

• Kōshō Uchiyama

• Taitetsu Unno

• Paul Hisao Yasuda

Scientists
• Esaki Leo

• Honda Kōtarō

• Ikeda Kikunae

• Kitasato Shibasaburō

• Mikimoto Kōkichi

• Yamada Kōrin

• Mishima Tokuhichi

• Nakaya Ukichirō

• Niwa Yasujirō

• Sugimoto Kyōta

• Tago Akihiko

• Takamine Jōkichi

• Tanaka Kōichi

• Tonegawa Susumu

• Fujita Tetsuya

• Tomonaga Shin'ichirō

• Toyoda Sakichi

• Yagi Hidetsugu

• Yukawa Hideki

• Norio Kaifu

Mathematicians
• Heisuke Hironaka

• Kenkichi Iwasawa

• Masaki Kashiwara

• Takahiro Kawai

• Kunihiko Kodaira

• Shigefumi Mori

• Mikio Sato

• Seki Kōwa

• Goro Shimura

• Teiji Takagi

• Yutaka Taniyama

• Nobuo Yoneda

Economists
• Takeshi Amemiya

• Masahiko Aoki

• Masahisa Fujita

• Fumio Hayashi

• Charles Horioka

• Nobuhiro Kiyotaki

• Michio Morishima

• Morito Tatsuo

• Ōuchi Hyōei

• Osamu Shimomura

• Yasuma Takada

• Heizō Takenaka

• Takano Iwasaburo

• Shigeto Tsuru

• Yoshihiro Tsurumi

• Yukihiro Torikai

• Kazuhide Uekusa

• Hirofumi Uzawa

Other notables
• Tomohiro Hase

• Aneha Hidetsugu

• Hatta Yoichi

• Horie Kenichi

• Kawakami Kiyoshi

• Jonathan Kestenbaum, Baron Kestenbaum

• Takeru Kobayashi

• Sakae Menda

• Masao Miyamoto

• Shigeru Miyamoto

• Nitobe Inazō

• Sakae Ōba

• Konosuke Matsushita

• Onoda Hirō

• Nui Onoue

• Sakae Ōsugi

• Airi Ōtsu, organic farmer

• Sakai Toshihiko

• Lady Saigō

• Sakamura Ken

• San'yūtei Enchō

• Sugihara Chiune

• Satoshi Tajiri

• Sonoda Tenkoko

• Hiro Matsushita

• Terada Torahiko

• Uchimura Kanzō

• Gunpei Yokoi

• Yasutaro Koide

• Yoshikawa Takeo

• Yuasa Takashi

• Hitomi Watanabe

• Masumi Watanabe

• Hirofumi Yamashita

Other Japanese
• Reika Hashimoto

• Anna Tsuchiya

• Anna Umemiya

• Linda Yamamoto

• Beni Arashiro

• Tadanobu Asano

• Meisa Kuroki

• Angela Aki

• Chieko Kawabe

• Megumi Nakajima

• Emi Watanabe

• Keisuke Ogihara

• Masayoshi "Mabo" Kabe

• Minami Hinase

• Sowelu

• Marcus Tulio Tanaka

• LISA

• Koji Murofushi

• Hidenori Kusaka

• Yuka Murofushi

• Masumi Okada

• Takeshi Kaneshiro

• Yuu Shirota

• Koji Ota

• Hiromi Hayakawa

• Joji (musician)

title: List of Japanese people


text:
Learning

Learning is the process of acquiring new understanding, knowledge, behaviors, skills, values, attitudes, and preferences. The ability to learn is possessed by humans, non-human animals, and some machines; there is also evidence for some kind of learning in certain plants. Some learning is immediate, induced by a single event (e.g. being burned by a hot stove), but much skill and knowledge accumulate from repeated experiences. The changes induced by learning often last a lifetime, and it is hard to distinguish learned material that seems to be "lost" from that which cannot be retrieved.

Human learning starts at birth (it might even start before in terms of an embryo's need for both interaction with, and freedom within its environment within the womb. ) and continues until death as a consequence of ongoing interactions between people and their environment. The nature and processes involved in learning are studied in many established fields (including educational psychology, neuropsychology, experimental psychology, cognitive sciences, and pedagogy), as well as emerging fields of knowledge (e.g. with a shared interest in the topic of learning from safety events such as incidents/accidents, or in collaborative learning health systems ). Research in such fields has led to the identification of various sorts of learning. For example, learning may occur as a result of habituation, or classical conditioning, operant conditioning or as a result of more complex activities such as play, seen only in relatively intelligent animals. Learning may occur consciously or without conscious awareness. Learning that an aversive event cannot be avoided or escaped may result in a condition called learned helplessness. There is evidence for human behavioral learning prenatally, in which habituation has been observed as early as 32 weeks into gestation, indicating that the central nervous system is sufficiently developed and primed for learning and memory to occur very early on in development.

Play has been approached by several theorists as a form of learning. Children experiment with the world, learn the rules, and learn to interact through play. Lev Vygotsky agrees that play is pivotal for children's development, since they make meaning of their environment through playing educational games. For Vygotsky, however, play is the first form of learning language and communication, and the stage where a child begins to understand rules and symbols. This has led to a view that learning in organisms is always related to semiosis, and is often associated with representational systems/activity.

Types
There are various functional categorizations of memory which have developed. Some memory researchers distinguish memory based on the relationship between the stimuli involved (associative vs non-associative) or based to whether the content can be communicated through language (declarative/explicit vs procedural/implicit). Some of these categories can, in turn, be parsed into sub-types. For instance, declarative memory comprises both episodic and semantic memory.

Non-associative learning
Non-associative learning refers to "a relatively permanent change in the strength of response to a single stimulus due to repeated exposure to that stimulus." This definition exempts the changes caused by sensory adaptation, fatigue, or injury.

Non-associative learning can be divided into habituation and sensitization.

Habituation
Habituation is an example of non-associative learning in which one or more components of an innate response (e.g., response probability, response duration) to a stimulus diminishes when the stimulus is repeated. Thus, habituation must be distinguished from extinction, which is an associative process. In operant extinction, for example, a response declines because it is no longer followed by a reward. An example of habituation can be seen in small song birds—if a stuffed owl (or similar predator) is put into the cage, the birds initially react to it as though it were a real predator. Soon the birds react less, showing habituation. If another stuffed owl is introduced (or the same one removed and re-introduced), the birds react to it again as though it were a predator, demonstrating that it is only a very specific stimulus that is habituated to (namely, one particular unmoving owl in one place). The habituation process is faster for stimuli that occur at a high rather than for stimuli that occur at a low rate as well as for the weak and strong stimuli, respectively. Habituation has been shown in essentially every species of animal, as well as the sensitive plant Mimosa pudica and the large protozoan Stentor coeruleus. This concept acts in direct opposition to sensitization.

Sensitization
Sensitization is an example of non-associative learning in which the progressive amplification of a response follows repeated administrations of a stimulus. This is based on the notion that a defensive reflex to a stimulus such as withdrawal or escape becomes stronger after the exposure to a different harmful or threatening stimulus. An everyday example of this mechanism is the repeated tonic stimulation of peripheral nerves that occurs if a person rubs their arm continuously. After a while, this stimulation creates a warm sensation that can eventually turn painful. This pain results from a progressively amplified synaptic response of the peripheral nerves. This sends a warning that the stimulation is harmful. Sensitization is thought to underlie both adaptive as well as maladaptive learning processes in the organism.

Active learning
Active learning occurs when a person takes control of his/her learning experience. Since understanding information is the key aspect of learning, it is important for learners to recognize what they understand and what they do not. By doing so, they can monitor their own mastery of subjects. Active learning encourages learners to have an internal dialogue in which they verbalize understandings. This and other meta-cognitive strategies can be taught to a child over time. Studies within metacognition have proven the value in active learning, claiming that the learning is usually at a stronger level as a result. In addition, learners have more incentive to learn when they have control over not only how they learn but also what they learn. Active learning is a key characteristic of student-centered learning. Conversely, passive learning and direct instruction are characteristics of teacher-centered learning (or traditional education).

Associative learning
Associative learning is the process by which a person or animal learns an association between two stimuli or events. In classical conditioning, a previously neutral stimulus is repeatedly paired with a reflex-eliciting stimulus until eventually the neutral stimulus elicits a response on its own. In operant conditioning, a behavior that is reinforced or punished in the presence of a stimulus becomes more or less likely to occur in the presence of that stimulus.

Operant conditioning
Operant conditioning is a way in which behavior can be shaped or modified according to the desires of the trainer or head individual. Operant conditioning uses the thought that living things seek pleasure and avoid pain, and that an animal or human can learn through receiving either reward or punishment at a specific time called trace conditioning. Trace conditioning is the small and ideal period of time between the subject performing the desired behavior, and receiving the positive reinforcement as a result of their performance. The reward needs to be given immediately after the completion of the wanted behavior.

Operant conditioning is different from classical conditioning in that it shapes behavior not solely on bodily reflexes that occur naturally to a specific stimulus, but rather focuses on the shaping of wanted behavior that requires conscious thought, and ultimately requires learning.

Punishment and reinforcement are the two principal ways in which operant conditioning occurs. Punishment is used to reduce unwanted behavior, and ultimately (from the learner's perspective) leads to avoidance of the punishment, not necessarily avoidance of the unwanted behavior. Punishment is not an appropriate way to increase wanted behavior for animals or humans. Punishment can be divided into two subcategories, positive punishment and negative punishment. Positive punishment is when an aversive aspect of life or thing is added to the subject, for this reason it is called positive punishment. For example, the parent spanking their child would be considered a positive punishment, because a spanking was added to the child. Negative punishment is considered the removal of something loved or desirable from the subject. For example, when a parent puts his child in time out, in reality, the child is losing the opportunity to be with friends, or to enjoy the freedom to do as he pleases. In this example, negative punishment is the removal of the child's desired rights to play with his friends etc.

Reinforcement on the other hand is used to increase a wanted behavior either through negative reinforcement or positive reinforcement. Negative reinforcement is defined by removing an undesirable aspect of life, or thing. For example, a dog might learn to sit as the trainer scratches his ears, which ultimately is removing his itches (undesirable aspect). Positive reinforcement is defined by adding a desirable aspect of life or thing. For example, a dog might learn to sit if he receives a treat. In this example the treat was added to the dog's life.

Classical conditioning
The typical paradigm for classical conditioning involves repeatedly pairing an unconditioned stimulus (which unfailingly evokes a reflexive response) with another previously neutral stimulus (which does not normally evoke the response). Following conditioning, the response occurs both to the unconditioned stimulus and to the other, unrelated stimulus (now referred to as the "conditioned stimulus"). The response to the conditioned stimulus is termed a conditioned response. The classic example is Ivan Pavlov and his dogs. Pavlov fed his dogs meat powder, which naturally made the dogs salivate—salivating is a reflexive response to the meat powder. Meat powder is the unconditioned stimulus (US) and the salivation is the unconditioned response (UR). Pavlov rang a bell before presenting the meat powder. The first time Pavlov rang the bell, the neutral stimulus, the dogs did not salivate, but once he put the meat powder in their mouths they began to salivate. After numerous pairings of bell and food, the dogs learned that the bell signaled that food was about to come, and began to salivate when they heard the bell. Once this occurred, the bell became the conditioned stimulus (CS) and the salivation to the bell became the conditioned response (CR). Classical conditioning has been demonstrated in many species. For example, it is seen in honeybees, in the proboscis extension reflex paradigm. It was recently also demonstrated in garden pea plants.

Another influential person in the world of classical conditioning is John B. Watson. Watson's work was very influential and paved the way for B.F. Skinner's radical behaviorism. Watson's behaviorism (and philosophy of science) stood in direct contrast to Freud and other accounts based largely on introspection. Watson's view was that the introspective method was too subjective and that we should limit the study of human development to directly observable behaviors. In 1913, Watson published the article "Psychology as the Behaviorist Views", in which he argued that laboratory studies should serve psychology best as a science. Watson's most famous, and controversial, experiment was "Little Albert", where he demonstrated how psychologists can account for the learning of emotion through classical conditioning principles.

Observational learning
Observational learning is learning that occurs through observing the behavior of others. It is a form of social learning which takes various forms, based on various processes. In humans, this form of learning seems to not need reinforcement to occur, but instead, requires a social model such as a parent, sibling, friend, or teacher with surroundings.

Imprinting
Imprinting is a kind of learning occurring at a particular life stage that is rapid and apparently independent of the consequences of behavior. In filial imprinting, young animals, particularly birds, form an association with another individual or in some cases, an object, that they respond to as they would to a parent. In 1935, the Austrian Zoologist Konrad Lorenz discovered that certain birds follow and form a bond if the object makes sounds.

Play
Play generally describes behavior with no particular end in itself, but that improves performance in similar future situations. This is seen in a wide variety of vertebrates besides humans, but is mostly limited to mammals and birds. Cats are known to play with a ball of string when young, which gives them experience with catching prey. Besides inanimate objects, animals may play with other members of their own species or other animals, such as orcas playing with seals they have caught. Play involves a significant cost to animals, such as increased vulnerability to predators and the risk of injury and possibly infection. It also consumes energy, so there must be significant benefits associated with play for it to have evolved. Play is generally seen in younger animals, suggesting a link with learning. However, it may also have other benefits not associated directly with learning, for example improving physical fitness.

Play, as it pertains to humans as a form of learning is central to a child's learning and development. Through play, children learn social skills such as sharing and collaboration. Children develop emotional skills such as learning to deal with the emotion of anger, through play activities. As a form of learning, play also facilitates the development of thinking and language skills in children.

There are five types of play:
 * 1) Sensorimotor play aka functional play, characterized by the repetition of an activity
 * 2) Roleplay occurs starting at the age of three
 * 3) Rule-based play where authoritative prescribed codes of conduct are primary
 * 4) Construction play involves experimentation and building
 * 5) Movement play aka physical play

These five types of play are often intersecting. All types of play generate thinking and problem-solving skills in children. Children learn to think creatively when they learn through play. Specific activities involved in each type of play change over time as humans progress through the lifespan. Play as a form of learning, can occur solitarily, or involve interacting with others.

Enculturation
Enculturation is the process by which people learn values and behaviors that are appropriate or necessary in their surrounding culture. Parents, other adults, and peers shape the individual's understanding of these values. If successful, enculturation results in competence in the language, values, and rituals of the culture. This is different from acculturation, where a person adopts the values and societal rules of a culture different from their native one.

Multiple examples of enculturation can be found cross-culturally. Collaborative practices in the Mazahua people have shown that participation in everyday interaction and later learning activities contributed to enculturation rooted in nonverbal social experience. As the children participated in everyday activities, they learned the cultural significance of these interactions. The collaborative and helpful behaviors exhibited by Mexican and Mexican-heritage children is a cultural practice known as being "acomedido". Chillihuani girls in Peru described themselves as weaving constantly, following behavior shown by the other adults.

Episodic learning
Episodic learning is a change in behavior that occurs as a result of an event. For example, a fear of dogs that follows being bitten by a dog is episodic learning. Episodic learning is so named because events are recorded into episodic memory, which is one of the three forms of explicit learning and retrieval, along with perceptual memory and semantic memory. Episodic memory remembers events and history that are embedded in experience and this is distinguished from semantic memory, which attempts to extract facts out of their experiential context or – as some describe – a timeless organization of knowledge. For instance, if a person remembers the Grand Canyon from a recent visit, it is an episodic memory. He would use semantic memory to answer someone who would ask him information such as where the Grand Canyon is. A study revealed that humans are very accurate in the recognition of episodic memory even without deliberate intention to memorize it. This is said to indicate a very large storage capacity of the brain for things that people pay attention to.

Multimedia learning
Multimedia learning is where a person uses both auditory and visual stimuli to learn information. This type of learning relies on dual-coding theory.

E-learning and augmented learning
Electronic learning or e-learning is computer-enhanced learning. A specific and always more diffused e-learning is mobile learning (m-learning), which uses different mobile telecommunication equipment, such as cellular phones.

When a learner interacts with the e-learning environment, it is called augmented learning. By adapting to the needs of individuals, the context-driven instruction can be dynamically tailored to the learner's natural environment. Augmented digital content may include text, images, video, audio (music and voice). By personalizing instruction, augmented learning has been shown to improve learning performance for a lifetime. See also minimally invasive education.

Moore (1989) purported that three core types of interaction are necessary for quality, effective online learning: In his theory of transactional distance, Moore (1993) contented that structure and interaction or dialogue bridge the gap in understanding and communication that is created by geographical distances (known as transactional distance).
 * Learner–learner (i.e. communication between and among peers with or without the teacher present),
 * Learner–instructor (i.e. student-teacher communication), and
 * Learner–content (i.e. intellectually interacting with content that results in changes in learners' understanding, perceptions, and cognitive structures).

Rote learning
Rote learning is memorizing information so that it can be recalled by the learner exactly the way it was read or heard. The major technique used for rote learning is learning by repetition, based on the idea that a learner can recall the material exactly (but not its meaning) if the information is repeatedly processed. Rote learning is used in diverse areas, from mathematics to music to religion.

Meaningful learning
Meaningful learning is the concept that learned knowledge (e.g., a fact) is fully understood to the extent that it relates to other knowledge. To this end, meaningful learning contrasts with rote learning in which information is acquired without regard to understanding. Meaningful learning, on the other hand, implies there is a comprehensive knowledge of the context of the facts learned.

Evidence-based learning
Evidence-based learning is the use of evidence from well designed scientific studies to accelerate learning. Evidence-based learning methods such as spaced repetition can increase the rate at which a student learns.

Formal learning
Formal learning is a deliberate way attaining of knowledge, which takes place within a teacher-student environment, such as in a school system or work environment. The term formal learning has nothing to do with the formality of the learning, but rather the way it is directed and organized. In formal learning, the learning or training departments set out the goals and objectives of the learning and oftentimes learners will be awarded with a diploma, or a type of formal recognition.

Non-formal learning
Non-formal learning is organized learning outside the formal learning system. For example, learning by coming together with people with similar interests and exchanging viewpoints, in clubs or in (international) youth organizations, and workshops. From the organizer's point of reference, non-formal learning does not always need a main objective or learning outcome. From the learner's point of view, non-formal learning, although not focused on outcomes, often results in an intentional learning opportunity.

Informal learning
Informal learning is less structured than "non-formal learning". It may occur through the experience of day-to-day situations (for example, one would learn to look ahead while walking because of the possible dangers inherent in not paying attention to where one is going). It is learning from life, during a meal at the table with parents, during play, and while exploring etc.. For the learner, informal learning is most often an experience of happenstance, and not a deliberately planned experience. Thus this does not require enrollment into any class. Unlike formal learning, informal learning typically does not lead to accreditation. Informal learning begins to unfold as the learner ponders his or her situation. This type of learning does not require a professor of any kind, and learning outcomes are unforeseen following the learning experience.

Informal learning is self-directed and because it focuses on day-to-day situations, the value of informal learning can be considered high. As a result, information retrieved from informal learning experiences will likely be applicable to daily life. Children with informal learning can at times yield stronger support than subjects with formal learning in the topic of mathematics. Daily life experiences take place in the workforce, family life, and any other situation that may arise during one's lifetime. Informal learning is voluntary from the learner's viewpoint, and may require making mistakes and learning from them. Informal learning allows the individual to discover coping strategies for difficult emotions that may arise while learning. From the learner's perspective, informal learning can become purposeful, because the learner chooses which rate is appropriate to learn and because this type of learning tends to take place within smaller groups or by oneself.

Nonformal learning and combined approaches
The educational system may use a combination of formal, informal, and nonformal learning methods. The UN and EU recognize these different forms of learning (cf. links below). In some schools, students can get points that count in the formal-learning systems if they get work done in informal-learning circuits. They may be given time to assist international youth workshops and training courses, on the condition they prepare, contribute, share, and can prove this offered valuable new insight, helped to acquire new skills, a place to get experience in organizing, teaching, etc.

To learn a skill, such as solving a Rubik's Cube quickly, several factors come into play at once:
 * Reading directions helps a player learn the patterns that solve the Rubik's Cube.
 * Practicing the moves repeatedly helps build "muscle memory" and speed.
 * Thinking critically about moves helps find shortcuts, which speeds future attempts.
 * Observing the Rubik's Cube's six colors help anchor solutions in the mind.
 * Revisiting the cube occasionally helps retain the skill.

Tangential learning
Tangential learning is the process by which people self-educate if a topic is exposed to them in a context that they already enjoy. For example, after playing a music-based video game, some people may be motivated to learn how to play a real instrument, or after watching a TV show that references Faust and Lovecraft, some people may be inspired to read the original work. Self-education can be improved with systematization. According to experts in natural learning, self-oriented learning training has proven an effective tool for assisting independent learners with the natural phases of learning.

Extra Credits writer and game designer James Portnow was the first to suggest games as a potential venue for "tangential learning". Mozelius et al. points out that intrinsic integration of learning content seems to be a crucial design factor, and that games that include modules for further self-studies tend to present good results. The built-in encyclopedias in the Civilization games are presented as an example – by using these modules gamers can dig deeper for knowledge about historical events in the gameplay. The importance of rules that regulate learning modules and game experience is discussed by Moreno, C., in a case study about the mobile game Kiwaka. In this game, developed by Landka in collaboration with ESA and ESO, progress is rewarded with educational content, as opposed to traditional education games where learning activities are rewarded with gameplay.

Dialogic learning
Dialogic learning is a type of learning based on dialogue.

Incidental learning
In incidental teaching learning is not planned by the instructor or the student, it occurs as a byproduct of another activity — an experience, observation, self-reflection, interaction, unique event (e.g. in response to incidents/accidents), or common routine task. This learning happens in addition to or apart from the instructor's plans and the student's expectations. An example of incidental teaching is when the instructor places a train set on top of a cabinet. If the child points or walks towards the cabinet, the instructor prompts the student to say "train". Once the student says "train", he gets access to the train set.

Here are some steps most commonly used in incidental teaching:
 * An instructor will arrange the learning environment so that necessary materials are within the student's sight, but not within his reach, thus impacting his motivation to seek out those materials.
 * An instructor waits for the student to initiate engagement.
 * An instructor prompts the student to respond if needed.
 * An instructor allows access to an item/activity contingent on a correct response from the student.
 * The instructor fades out the prompting process over a period of time and subsequent trials.

Incidental learning is an occurrence that is not generally accounted for using the traditional methods of instructional objectives and outcomes assessment. This type of learning occurs in part as a product of social interaction and active involvement in both online and onsite courses. Research implies that some un-assessed aspects of onsite and online learning challenge the equivalency of education between the two modalities. Both onsite and online learning have distinct advantages with traditional on-campus students experiencing higher degrees of incidental learning in three times as many areas as online students. Additional research is called for to investigate the implications of these findings both conceptually and pedagogically.

Domains
Benjamin Bloom has suggested three domains of learning in his taxonomy which are:
 * Cognitive: To recall, calculate, discuss, analyze, problem solve, etc.
 * Psychomotor: To dance, swim, ski, dive, drive a car, ride a bike, etc.
 * Affective: To like something or someone, love, appreciate, fear, hate, worship, etc.

These domains are not mutually exclusive. For example, in learning to play chess, the person must learn the rules (cognitive domain)—but must also learn how to set up the chess pieces and how to properly hold and move a chess piece (psychomotor). Furthermore, later in the game the person may even learn to love the game itself, value its applications in life, and appreciate its history (affective domain).

Transfer
Transfer of learning is the application of skill, knowledge or understanding to resolve a novel problem or situation that happens when certain conditions are fulfilled. Research indicates that learning transfer is infrequent; most common when "... cued, primed, and guided..." and has sought to clarify what it is, and how it might be promoted through instruction.

Over the history of its discourse, various hypotheses and definitions have been advanced. First, it is speculated that different types of transfer exist, including: near transfer, the application of skill to solve a novel problem in a similar context; and far transfer, the application of skill to solve a novel problem presented in a different context. Furthermore, Perkins and Salomon (1992) suggest that positive transfer in cases when learning supports novel problem solving, and negative transfer occurs when prior learning inhibits performance on highly correlated tasks, such as second or third-language learning. Concepts of positive and negative transfer have a long history; researchers in the early 20th century described the possibility that "...habits or mental acts developed by a particular kind of training may inhibit rather than facilitate other mental activities". Finally, Schwarz, Bransford and Sears (2005) have proposed that transferring knowledge into a situation may differ from transferring knowledge out to a situation as a means to reconcile findings that transfer may both be frequent and challenging to promote.

A significant and long research history has also attempted to explicate the conditions under which transfer of learning might occur. Early research by Ruger, for example, found that the "level of attention", "attitudes", "method of attack" (or method for tackling a problem), a "search for new points of view", a "careful testing of hypothesis" and "generalization" were all valuable approaches for promoting transfer. To encourage transfer through teaching, Perkins and Salomon recommend aligning ("hugging") instruction with practice and assessment, and "bridging", or encouraging learners to reflect on past experiences or make connections between prior knowledge and current content.

Genetics
Some aspects of intelligence are inherited genetically, so different learners to some degree have different abilities with regard to learning and speed of learning.

Socioeconomic and physical conditions
Problems like malnutrition, fatigue, and poor physical health can slow learning, as can bad ventilation or poor lighting at home, and unhygienic living conditions.

The design, quality, and setting of a learning space, such as a school or classroom, can each be critical to the success of a learning environment. Size, configuration, comfort—fresh air, temperature, light, acoustics, furniture—can all affect a student's learning. The tools used by both instructors and students directly affect how information is conveyed, from the display and writing surfaces (blackboards, markerboards, tack surfaces) to digital technologies. For example, if a room is too crowded, stress levels rise, student attention is reduced, and furniture arrangement is restricted. If furniture is incorrectly arranged, sightlines to the instructor or instructional material are limited and the ability to suit the learning or lesson style is restricted. Aesthetics can also play a role, for if student morale suffers, so does motivation to attend school.

Psychological factors and teaching style
Intrinsic motivation, such as a student's own intellectual curiosity or desire to experiment or explore, has been found to sustain learning more effectively than extrinsic motivations such as grades or parental requirements. Rote learning involves repetition in order to reinforce facts in memory, but has been criticized as ineffective and "drill and kill" since it kills intrinsic motivation. Alternatives to rote learning include active learning and meaningful learning.

The speed, accuracy, and retention, depend upon aptitude, attitude, interest, attention, energy level, and motivation of the students. Students who answer a question properly or give good results should be praised. This encouragement increases their ability and helps them produce better results. Certain attitudes, such as always finding fault in a student's answer or provoking or embarrassing the student in front of a class are counterproductive.

Certain techniques can increase long-term retention:
 * The spacing effect means that lessons or studying spaced out over time (spaced repetition) are better than cramming
 * Teaching material to other people
 * "Self-explaining" (paraphrasing material to oneself) rather than passive reading
 * Low-stakes quizzing

Epigenetic factors
The underlying molecular basis of learning appears to be dynamic changes in gene expression occurring in brain neurons that are introduced by epigenetic mechanisms. Epigenetic regulation of gene expression involves, most notably, chemical modification of DNA or DNA-associated histone proteins. These chemical modifications can cause long-lasting changes in gene expression. Epigenetic mechanisms involved in learning include the methylation and demethylation of neuronal DNA as well as methylation, acetylation and deacetylation of neuronal histone proteins.

During learning, information processing in the brain involves induction of oxidative modification in neuronal DNA followed by the employment of DNA repair processes that introduce epigenetic alterations. In particular, the DNA repair processes of non-homologous end joining and base excision repair are employed in learning and memory formation.

Adult learning vs children's learning
Learning is often more efficient in children and takes longer or is more difficult with age. A study using neuroimaging identified rapid neurotransmitter GABA boosting as a major potential explanation-component for why that is.

Children's brains contain more "silent synapses" that are inactive until recruited as part of neuroplasticity and flexible learning or memories. Neuroplasticity is heightened during critical or sensitive periods of brain development, mainly referring to brain development during child development.

What humans learn at the early stages, and what they learn to apply, sets humans on course for life or has a disproportional impact. Adults usually have a higher capacity to select what they learn, to what extent and how. For example, children may learn the given subjects and topics of school curricula via classroom blackboard-transcription handwriting, instead of being able to choose specific topics/skills or jobs to learn and the styles of learning. For instance, children may not have developed consolidated interests, ethics, interest in purpose and meaningful activities, knowledge about real-world requirements and demands, and priorities.

In animal evolution
Animals gain knowledge in two ways. First is learning—in which an animal gathers information about its environment and uses this information. For example, if an animal eats something that hurts its stomach, it learns not to eat that again. The second is innate knowledge that is genetically inherited. An example of this is when a horse is born and can immediately walk. The horse has not learned this behavior; it simply knows how to do it. In some scenarios, innate knowledge is more beneficial than learned knowledge. However, in other scenarios the opposite is true—animals must learn certain behaviors when it is disadvantageous to have a specific innate behavior. In these situations, learning evolves in the species.

Costs and benefits of learned and innate knowledge
In a changing environment, an animal must constantly gain new information to survive. However, in a stable environment, this same individual needs to gather the information it needs once, and then rely on it for the rest of its life. Therefore, different scenarios better suit either learning or innate knowledge. Essentially, the cost of obtaining certain knowledge versus the benefit of already having it determines whether an animal evolved to learn in a given situation, or whether it innately knew the information. If the cost of gaining the knowledge outweighs the benefit of having it, then the animal does not evolve to learn in this scenario—but instead, non-learning evolves. However, if the benefit of having certain information outweighs the cost of obtaining it, then the animal is far more likely to evolve to have to learn this information.

Non-learning is more likely to evolve in two scenarios. If an environment is static and change does not or rarely occurs, then learning is simply unnecessary. Because there is no need for learning in this scenario—and because learning could prove disadvantageous due to the time it took to learn the information—non-learning evolves. Similarly, if an environment is in a constant state of change, learning is also disadvantageous, as anything learned is immediately irrelevant because of the changing environment. The learned information no longer applies. Essentially, the animal would be just as successful if it took a guess as if it learned. In this situation, non-learning evolves. In fact, a study of Drosophila melanogaster showed that learning can actually lead to a decrease in productivity, possibly because egg-laying behaviors and decisions were impaired by interference from the memories gained from the newly learned materials or because of the cost of energy in learning.

However, in environments where change occurs within an animal's lifetime but is not constant, learning is more likely to evolve. Learning is beneficial in these scenarios because an animal can adapt to the new situation, but can still apply the knowledge that it learns for a somewhat extended period of time. Therefore, learning increases the chances of success as opposed to guessing. An example of this is seen in aquatic environments with landscapes subject to change. In these environments, learning is favored because the fish are predisposed to learn the specific spatial cues where they live.

In plants
In recent years, plant physiologists have examined the physiology of plant behavior and cognition. The concepts of learning and memory are relevant in identifying how plants respond to external cues, a behavior necessary for survival. Monica Gagliano, an Australian professor of evolutionary ecology, makes an argument for associative learning in the garden pea, Pisum sativum. The garden pea is not specific to a region, but rather grows in cooler, higher altitude climates. Gagliano and colleagues' 2016 paper aims to differentiate between innate phototropism behavior and learned behaviors. Plants use light cues in various ways, such as to sustain their metabolic needs and to maintain their internal circadian rhythms. Circadian rhythms in plants are modulated by endogenous bioactive substances that encourage leaf-opening and leaf-closing and are the basis of nyctinastic behaviors.

Gagliano and colleagues constructed a classical conditioning test in which pea seedlings were divided into two experimental categories and placed in Y-shaped tubes. In a series of training sessions, the plants were exposed to light coming down different arms of the tube. In each case, there was a fan blowing lightly down the tube in either the same or opposite arm as the light. The unconditioned stimulus (US) was the predicted occurrence of light and the conditioned stimulus (CS) was the wind blowing by the fan. Previous experimentation shows that plants respond to light by bending and growing towards it through differential cell growth and division on one side of the plant stem mediated by auxin signaling pathways.

During the testing phase of Gagliano's experiment, the pea seedlings were placed in different Y-pipes and exposed to the fan alone. Their direction of growth was subsequently recorded. The 'correct' response by the seedlings was deemed to be growing into the arm where the light was "predicted" from the previous day. The majority of plants in both experimental conditions grew in a direction consistent with the predicted location of light based on the position of the fan the previous day. For example, if the seedling was trained with the fan and light coming down the same arm of the Y-pipe, the following day the seedling grew towards the fan in the absence of light cues despite the fan being placed in the opposite side of the Y-arm. Plants in the control group showed no preference to a particular arm of the Y-pipe. The percentage difference in population behavior observed between the control and experimental groups is meant to distinguish innate phototropism behavior from active associative learning.

While the physiological mechanism of associative learning in plants is not known, Telewski et al. describes a hypothesis that describes photoreception as the basis of mechano-perception in plants. One mechanism for mechano-perception in plants relies on MS ion channels and calcium channels. Mechanosensory proteins in cell lipid bilayers, known as MS ion channels, are activated once they are physically deformed in response to pressure or tension. Ca2+ permeable ion channels are "stretch-gated" and allow for the influx of osmolytes and calcium, a well-known second messenger, into the cell. This ion influx triggers a passive flow of water into the cell down its osmotic gradient, effectively increasing turgor pressure and causing the cell to depolarize. Gagliano hypothesizes that the basis of associative learning in Pisum sativum is the coupling of mechanosensory and photosensory pathways and is mediated by auxin signaling pathways. The result is directional growth to maximize a plant's capture of sunlight.

Gagliano et al. published another paper on habituation behaviors in the mimosa pudica plant whereby the innate behavior of the plant was diminished by repeated exposure to a stimulus. There has been controversy around this paper and more generally around the topic of plant cognition. Charles Abrahmson, a psychologist and behavioral biologist, says that part of the issue of why scientists disagree about whether plants have the ability to learn is that researchers do not use a consistent definition of "learning" and "cognition". Similarly, Michael Pollan, an author, and journalist, says in his piece The Intelligent Plant that researchers do not doubt Gagliano's data but rather her language, specifically her use of the term "learning" and "cognition" with respect to plants. A direction for future research is testing whether circadian rhythms in plants modulate learning and behavior and surveying researchers' definitions of "cognition" and "learning".

Machine learning

Machine learning, a branch of artificial intelligence, concerns the construction and study of systems that can learn from data. For example, a machine learning system could be trained on email messages to learn to distinguish between spam and non-spam messages. Most of the Machine Learning models are based on probabilistic theories where each input (e.g. an image ) is associated with a probability to become the desired output.

license: Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/

title: Learning


text:
Talk:Learning

Suggestions from SvenAERTS

 * Shouldn't we link the pages on Formal Learning and Formal Education and Non-formal learning and Non-formal Education ? -- SvenAERTS (talk) 07:32, 3 November 2009 (UTC)
 * Shouldn't the intro mention the link to education and learning? -- SvenAERTS (talk) 07:32, 3 November 2009 (UTC)
 * Shouldn't "Education" mention next to "Formal Education" a paragraph on "Non-formal Education? --SvenAERTS (talk) 07:32, 3 November 2009 (UTC)
 * How to link Formal learning and Formal Education and Non-formal learning and Non-formal Education? --SvenAERTS (talk) 07:32, 3 November 2009 (UTC)
 * Shouldn't it be mentioned that in Agenda 21, education is defined as a major topic to help humanity make it beyond the year 2100? --SvenAERTS (talk) 07:32, 3 November 2009 (UTC)
 * Shouldn't it be mentioned that Millennium Development Goal nr. 2 is Universal Primary Education by 2015? --SvenAERTS (talk) 07:32, 3 November 2009 (UTC)
 * Where to mention the link to the OLPC or One-Laptop-Per-Child Universal Education Initiative by the Open Community? And shouldn't there be any links back? Who's the best team to look at that? --SvenAERTS (talk) 07:32, 3 November 2009 (UTC)
 * Where to mention the links on Agenda 21 /Section IV: Means of Implementation / Education / Bringing money from the Low Carbon Economy transition to the Education Sector? Agenda 21 and shouldn't there be any links back? Who's the best team to look at that? --SvenAERTS (talk) 07:58, 3 November 2009 (UTC)
 * Where to mention the links on Agenda 21 /Section IV: Means of Implementation / linking the Plan of Actions of Education, International Institutions and Mechanisms and Financial Mechanisms / Bringing money from the Low Carbon Economy transition to the Education Sector? and shouldn't there be any links back? Who's the best team to look at that? --SvenAERTS (talk) 07:58, 3 November 2009 (UTC)
 * The Wikipedia motto is be bold - if you think things should be mentioned, mention them yourself. The best "team" to create back links is you . — RHaworth 18:17, 3 November 2009 (UTC)

Various (2005)
The first sentence seems very long, I am removing "either individually or collaboratively" which doesn't seem to add anything. Also, the statement "Whatever you learn should be commited to memory" appears pretty random and doesn't really fit in, so I'm taking that out too for the time being.
 * Go right ahead, this article still needs a lot of work. I'll look into it, but help me out. This seems a failed CotW in any case, but we can improve it all the same. -- Cugel 20:40, July 26, 2005 (UTC)

 * To limit learning to a measurable change in behaviour is highly problematic and rooted in the very dated behaviourist perspective. Behaviourism is useful when physical behaviour is the focus such as learning to cook and learning to control a class, but when abstract knowledge and understanding is sought, theories of Piaget (constructivism) and Vygotsky (sociocultural theory) are essential, as well as situated learning theory and others. If this sort of stuff included on this site, then i withdraw the complaint, but the definition of learning itself must certainly be changed.

I don't understand this sentence: "Learning is sense making that enables manifestation of purpose". Since an encyclopaedia should be intelligible to the 'intelligent layman', I would hope that some elucidation of the sentence might be added to the article.

I don't understand that sentence either, and learning is my area of study. I'm going to delete it. Furthermore, is this paragraph neccessary or useful?
 * Harnessing learning as process is becoming very important to large scale innovation management. An individual's personal purpose is key to that person applying learning to new behavior in their work or their life. As they are exposed to new information, their willingness to apply their newfound knowledge is key to creating sustained value. Organizational change results from behavior potential being realized.

In the neuroscience section, while it is true that an intense experience may prevail over a less intense experience, in terms of learning, it is also true that we are pre-disposed to make certain associations over others. So, saying that a stronger experience will always prevail is not altogether true.

Improvement drive
Public education is currently nominated to be improved on WP:IDRIVE. You can support the article by voting for it there.--Fenice 20:47, 5 August 2005 (UTC)

Tag
Please indicate which sections need work. Simply to add the tag is not as helpful as giving some indication where to start. This article was a wiki-wide collaboration so good faith was clearly involved in its production. I will leave this note for 1 week before rm'g the tag if no response is had. --Ancheta Wis 09:53, 7 August 2006 (UTC)

The section on non-formal learning definitely needs a cleanup the links should have been placed in the external pages section and the writing was not in the proper style Mytchill 23:51, 9 March 2007 (UTC)

babies
"Most people will smile back at babies who gaze at them and smile."

this caption made me grin - I like to scowl at babies to test their reaction :p

--Froth 20:53, 30 August 2006 (UTC)

Possibly broaden the topic to include animals learning behaviour and how its similar to humans?
This article seems to be very human orientated and focuses a lot on using examples of schooling as in teacher in a class teaching students. Would it be possible to user broader examples, such as how animals learn to hunt, and their techniques, including how some other animals are using tools (eg Ravens, Apes, Dolphins, etc) and how that could have possibly come to be and the processes they would have likely learnt by? The article I find starts off using a lot of complex terminology and its hard to follow, possibly tone it down a bit so its bit more lamen in the first paragraph explaining the very basics of learning and what the article is likely to outline? Feel free to delete this bit from the discussion in the future. (currently march 2007) --Docjp 15:30, 17 April 2007 (UTC)--Docjp 15:30, 17 April 2007 (UTC)--Docjp 15:30, 17 April 2007 (UTC)--Docjp 15:30, 17 April 2007 (UTC) I know that those individuals who operate primarily or perhaps even exclusively fromt he Left-Hemisphere of their brains [hereafter referred to by the symbol "[L-H]"] are quite serious when they suggest that animal learning has some relevance to the learning of human beings. I also know they are not capable of cognizing the difference between animals and human beings relative to the evolutionary status of the two.... simply because this difference cannot be comprehended by using the [L-H] alone because the difference is Esoteric, and the [L-H] is physically limited to the physical plane of reality.

That there is a growing number of us capable of operating within the Esotericv realms of Man, and thus capable of perceiving both the MIND and Spiritual realms of Man, the topic of "learning" must be expanded to include the acquisition of Knowledge as DEc, or Direct Esoteric communication [which means use of the faculty of "intuition"]. This is a new concept for many individuals, and one that is beyond the grasp of a substantial number of individuals. It is not something that one can, by reading more, studying more, or expanding ones vocabulary and thinking capacity do anything about. The degree to which one can or cannot perceive the sublte concepts relative to the Esoteric dimensions of the human being has to do with ones level of Apapsyche [a new and more viable substitute for the old term "consiciousness" which is no longer useful].

I would like to offer the following for consideration:

--Docjp 15:30, 17 April 2007 (UTC)--Docjp 15:30, 17 April 2007 (UTC)--Docjp 15:30, 17 April 2007 (UTC)--Docjp 15:30, 17 April 2007 (UTC) There is another form of acquiring Knowledge [capital "K" indicates this type of Knowledge is of an absolute nature] which comes through "intuition", which is possible when the Attn Aspect of your Apapsyche [new term to replace that of "consciousness" because "consciousness" no longer refers to the Esoteric and non-physical planes exclusively, whereas Apapsyche does refer to (and with one exception only), operates within the Spiritual realm exclusively].

That one exception is the Attn Aspect of your Apapsyche. Apapsyche is defined as: The Operational Energy of your Soul. It operates using two Aspects: The Attn Aspect, which  has the ability (since it consists of Neutral Spiritual Energy -same Energy as your Soul) to instantly enter any of the three realms which make-up the whole of Man by simply adopting the vibrational energy of the realm it is entering. The Awar Aspect has the ability to "experience", and the Awar Aspect always follows the Attn Aspect, and what the Attn Aspect is focused upon is what the Awar Aspect is experiencing.

When you are "thinking" the Atten Aspect is fixed within the Left-Hemisphere of your brain. What the Awar Aspect of your Apapsyche is experiencing while your Attn Aspect is in the [L-H] of your brain is physical phenomena. In order for you to "intuit", the Attn Aspect of your Apapsyche must shift into your Apapsyche KE [the Knowledge/Empathy aspect of your Apapsyche] and while focused within your Apapsyche KE,  one or more "bits" of Knowledge may be Known... but as soon as your Attn Aspect of Apapsyche shifts into the [L-H] of your brain [which is our "habit"] what you were experiencing as "Knowledge" is gone.

What one intuits is not accidential, nor capricious, but is intended to "guide" one and enhance ones understanding by applying ones own stored Knowledge to some aspect of ones present life to which such Knowledge is pertinent.

Everything within the physical plane of existence is linear, accumulative, and builds... one item upon another. Within the Astral plane [the immediate inner plane within oneself], within the Causal plane [the second inner plane within oneself], and within ones Spiritual realm [at ones Core], all communication is of direct perception and in the form of a whole concept. That is, everything one needs to fully comprehend something is contained in the concept of which one becomes aware. Unfortunately, when one intuits such a "concept" and then instantly ones Attn Aspect shifts into the [L-H] of ones brain...[the reason for this is fear of the "unknown"] the only parts of the concept one can comprehend are those for which some physical plane terms may "sort of" apply. For this reason, and other reasons, it would be both evolutionarily beneficial and life altering for us as a species to encourage and focus children upon the development of their Apapsyches relative to the faculty of intuition.

Of course to do this, we must first encourage adults to commense dealing with their little known fear of the "unknown" within themselves... because it is this fear that prevents them from allowing children to naturally develop this ability to access and utilize intuition.... via the [R-H] of their brains. That this little known fear of the unknown has been permanently incorporated into mental health as denial of the Esoteric within Man largely prevents the West from evolving naturally. --Docjp 15:30, 17 April 2007 (UTC)--Docjp 15:30, 17 April 2007 (UTC)--Docjp 15:30, 17 April 2007 (UTC)--Docjp 15:30, 17 April 2007 (UTC) --Docjp 15:30, 17 April 2007 (UTC) More on this can be found at < http://www.geocieits.com/minderid> which is my website, and anyone may quote from or copy any part thereof.≤± --Docjp 15:30, 17 April 2007 (UTC)--Docjp 15:30, 17 April 2007 (UTC)--Docjp 15:30, 17 April 2007 (UTC)--Docjp 15:30, 17 April 2007 (UTC)

 * Go easy on the signatures my friend, you only get so many. Richard001 09:06, 15 August 2007 (UTC)

Learning (animals) should be a topic in of itself, and this article should include a notice it's human-specific.  J. Hall  • ( Talk ) 05:11, 29 September 2007 (UTC)

 * It's a bit of both at the moment. Shouldn't the animals banner be kept until it is changed from that? Richard001 06:48, 29 September 2007 (UTC)

 * Your right it is... and since this really falls under the purview of animal behavior (and there seems to be a lot of interest in the topic) I'll leave it at your discretion.  J. Hall  • ( Talk ) 15:27, 29 September 2007 (UTC)

Put it somewhere in "Play"
I found this piece from the article that I think should belong in the play section rather than the Observation section, as it talks about how children can play to learn:

The sandbox (sandpit) in a playground is an example of a location where children can learn by experience. It is instructive to watch smaller children on a merry-go-round, for example, who naturally push it more slowly than the larger, older, more experienced ones. In order for a little one to get on the merry-go-round, they might simply grab a bar and drag their feet in the sand, while holding on. This slows down the rotation, which allows the little one to climb on, under the oversight of a supervisor, to ensure their physical safety.

Gross Bias
Good job on the construction so far everyone, but the scope of what classifies as "learning" seems limited here. I think this page should stay limited to a general definition, and that more dense topics associated with learning should have their own pages. DrBrunson (talk) 01:20, 25 February 2008 (UTC) P.S. my HTML is rusty, so please edit my post for any errors and discrepancies; thank you.

>>I agree. The scope needs to be broadened, and the sub-topics need to be specified. The article focuses on different implications of the word, yet doesn't specify them as different areas. e.g. Learning as a cognitive/biological process requires a very different conception from the conventional sense of "acquiring knowledge/skill," and that is not conveyed at all here. - 99.231.5.33 (talk) 09:22, 8 March 2008 (UTC)

Neuroscience of learning
The introductory section on physiology was unseemly - I've changed it but it is still wanting. It alluded to the current hypothesis about how learning is implemented in the nervous system. Although it has some support, it by no means should be stated as fact. The entire "pathway forming" spiel is just quasi-scientific prattle. The current dogma is that learning is effected mainly by tweaking the efficacy of synapses (such as in LTP and LTD). While there is some evidence of synapse formation (and elimination!!!) during learning (e.g. - Kandel's seminal work on the Aplysia) this has not been proven to be the case in mammals (and currently cutting edge research employing 2-photon imaging is conducted in hope of unravelling this mystery). —Preceding unsigned comment added by Tomerfekete (talk • contribs) 18:49, 8 April 2008 (UTC)

Reversal (2008)
I have reverted the article to the revision of 5 August 2008. The current one has a fraction of past content. After 5 August, an anon increased the size to 26,000 bytes, after which the article suffered. A person better acquainted with this article could find a different revision to be the best backup point. --Dan Polansky (talk) 12:43, 17 September 2008 (UTC)

Scope
AFAICS, the scope of the article is human learning. Out of scope: animal learning (a redirect to ethology), machine learning. --Dan Polansky (talk) 13:04, 17 September 2008 (UTC)

 * Rereading the introductory sentence "In the fields of neuropsychology, personal development and education, Learning is one of the most important mental function of humans, animals and artificial cognitive systems", I may be wrong. It seems like someone has added "In the fields of neuropsychology, personal development and education" to the sentence later. From what I can see, the article has mainly been devoted to human learning, with the exception of one section on machine learning, but what do I know. In any case, the scope should better be clarified here at the talk page, I suppose. --Dan Polansky (talk) 14:06, 17 September 2008 (UTC)

world's oldest university
The eLearning wiki mentions Bologna as the world's oldest unversity. In India, Takshila and one other were existing long before Bologna.Nnandish (talk) 15:52, 16 July 2009 (UTC)

Do-Talk-Read-Write > Learn
I made the following file. Use if you feel appropriate.

--Nevit (talk) 16:01, 27 May 2010 (UTC)

neuroscience and theory of learning
Given the central importance of learning, the coverage of both the relevent neuroscience and formal models (eg neural networks and machine learning) seems very inadequate. At the very least there should be links to the relevent Wikipedia articles. Formal learning models play a huge role in theoretical neuroscience, neural networks, cognitive science and machine learning, and much of the present article seems to focus instead on minor and controversial issues.Paulhummerman (talk) 18:57, 16 July 2011 (UTC)

Learning (Psychology and Biology)
Learning has different types. There are simple forms of learning which included, Habituation and Sensitisation and also more complex forms such as Classical and Operant conditioning.

Habituation & Sensitisation Habituation is a simple for of learning. In This form of learning the stimulus has to always cause a response and the response has to be a reflex. After a few times of repeated stimulus the subject learns that the stimulus is harmless therefore s/he shows less (or no) response to the stimulus anymore. During Habituation what happens is that the amount of Calcium ions decreases therefore less calcium will travel to the presynaptic membrane. Consequently the reflex response reduces.

In Sensitisation very similar situation happens. Stimulus causes the response and the response is always a reflex. However after repeated presentation of the stimulus the subject learns that the stimulus might be harmful therefore the response increases and that's the difference between these two simple types of learning. In fact in Habituation there is a reduction of Calcium whereas in Sensitisation there is a reduction in Potassium ions. With less Potassium there is more chance for the presynaptic terminal to be depolarised therefore there is a strong depolarisation to cause action potential which increases the response.

In classical conditioning which also called Pavlovian Conditioning, the stimulus elicit a response however the response is not a reflex this time. In fact an unconditioned stimulus which will naturally produce a response is used in order to get the same response when using another stimulus. The other stimulus is called a Conditioned Stimulus because we have conditioned a stimulus to get a response. Therefore the response if a conditioned response. There are different ways to use this type of learning. Some of these ways don't require any memory involved therefore we can use those type to teach new tasks to people with Amnesia (memory problems). Delayed conditioning is one of these type in which the we present the conditioned stimulus (CS) and while it is presented the unconditioned stimulus is to be presented. Therefore there is need of a high level of cortical control.

Operant Conditioning however is all about the consequences of the behaviour. In other words rewards will increase the behaviour whereas punishment will suppress the behaviour. Rosa Rahin 02:19, 3 October 2011 (UTC)Rosa Rahin 3 Oct 2011  — Preceding unsigned comment added by Rosa Rahin (talk • contribs)

 * Clearly, people do learn things. The article presents many classifications about learning.  Jim learns the taste of food by sensitisation, but if Bob who has done criminal things and goes to jail, then Bob's learning is classified as operant conditioning.  Jim learned something, Bob (in theory) learned something, but these classifications do not measure how well either learned.  The article is so much about classifications of learning that little useful information regarding effective learning gets to the page.  Today, there are a number of international studies done mostly with students in schools.  And done because education is proving to be a competitive advantage for countries who do it better than other countries.  Rather than disperse our reader's attention by classifying various learning situations into 100 fractions, would it not be more useful to point to countries with successful education, whose students learn well, apply well, and whose economies are therefore doing better? Jim Bough (talk) 18:24, 20 August 2012 (UTC)

 * I disagree, the issues you raise are about formal education, not learning. Note that your assertion that "effective learning" (whatever that is) provides a "competitive advantage" (whatever that is) is about education, not learning. Yes, the educators do confuse the terms often. Robotczar (talk) 17:55, 27 July 2014 (UTC)

Transfer of Learning
Continued updates to ToL. Lots of work to do, as the original section was essentially unsubstantiated and backed by weak referencing. Fascinating history that dates back to the early 20thC. Research since has sought to clarify, but has not actually identified, what ToL is. Will continue to expand. Can I remove the 'Buzzwords' box? Buzzword box removed. Daveplml (talk) 14:35, 16 April 2013 (UTC)
 * [[Image:Tournesol.png|43px|left]]Great job! I did some minor copyediting, but I was impressed.  Lova Falk     talk   07:03, 28 April 2013 (UTC)

the lede of the article needs to summarize the key points of the article...
...and this part of the lede... "While this article describes the different environments in which learning happens, there seems as yet to be no description of how a collection of neurons learns nor where, exactly, in this collection of neurons 'memory' is located."

does not seem to encapsulate anything in the article, but instead to mention what is not in the article. therefore a new section needs to be created in the article to address this subject, or the sentence simply removed without relocating it to the article proper, and not the lede.

makeswell (talk) 05:38, 22 January 2011 (UTC)

 * I've simply removed the blockquoted sentence. If you're interested in replacing or relocating the sentence then please contact me at my Talk page rather than this page, which I will likely not check up on in the future. makeswell (talk) 05:41, 22 January 2011 (UTC)

After two years, I think the lede is still lengthy and not straightforward. I just deleted this sentence Learning is based on experience. And there are many points we can improve.

New worl (talk) 09:40, 28 April 2013 (UTC)

 * Perhaps the "expert needed in neuroscience" is POV. After all, there is a video clip on robots learning as the lede illustration. --Ancheta Wis   (talk  | contribs) 22:02, 9 December 2013 (UTC)

Concerns about the encyclopedic tone of the article
Having stumbled upon this article (while playing a Wiki game involving clicking your way to Philosophy from Special:Random -- try it!) I noticed the lede reads very much like an essay as oppposed to an encyclopedic article. The structure is incredibly different compared to the ledes of the vast majority of articles on Wikipedia. I propose it should be rewritten to better reflect the structure of encyclopedic articles as opposed to the structure of a first-year college essay. --Kazinsal (talk) 01:06, 20 June 2013 (UTC)

Reading list
I've expanded the reading list on this article. It is much more likely that people will search for the key word 'Learning' than 'Epistemology.' Stmullin (talk) 23:11, 1 July 2013 (UTC)

Additions and Edits
I'm adding some examples to the enculturation section of this article. I'd appreciate if someone would look over it.Mhirahara (talk) 08:25, 4 December 2014 (UTC)

I'd also like to add some more examples to the Informal Learning section of this article, but I'm unsure of whether or not it would fit better on the main page. Thoughts?Mhirahara (talk) 08:30, 4 December 2014 (UTC)

Proposed merge with Factors affecting learning
The content on the other page is definitely just an expansion of the content on this one.  Event horizon51  (talk) 05:37, 25 September 2015 (UTC)

It's been a while; I think I'm going to assume silent consensus on this one.  Event horizon51  (talk) 05:40, 23 November 2015 (UTC)

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Overemphasis on teaching
I came here looking for information on natural learning, tangential learning, nonformal learning, or Incidental learning. I was surprised to find all of these sections in this article discuss events and activities intentionally organized by teachers. I would expect that to be in an article on pedagogy. People learn many things outside of constructed learning environments, but that isn't reflected in this article. Daask (talk) 14:27, 21 June 2018 (UTC)

Agreed. This page mostly tells about "100 ways to teach oneself or someone else", not "what happens when someone learns". The 5 sentences starting with "The underlying molecular basis of learning appears to be [...]" which are somehow in the "Factors affecting learning" section are the interesting stub of this whole article. 37.175.65.222 (talk) 00:53, 31 October 2019 (UTC)

Meaningful Learning and Deeper learning overlap
The section on Meaningful learning using the deeper learning page instead of the meaningful learning page. The articles seem to be very similar so maybe worth looking at in more detail to either merge the articles or mention the meaningful article in that section.DannyHatcher (talk) 15:14, 9 November 2021 (UTC)

Rote learning section
what does this sentence mean correctly-" Although it has been criticized by some educators, rote learning is a necessary precursor to meaningful learning." can you explain? — Preceding unsigned comment added by 2409:4063:4C9B:CA20:30E4:4EFF:F080:36BD (talk) 13:17, 2 April 2022 (UTC)

Wiki Education assignment: Human Cognition SP23
— Assignment last updated by Fannav99 (talk) 17:33, 8 April 2023 (UTC)

Concerns about "Formal Learning" uncited works.
Hi there, I'm excited to be working with you all to edit Wikipedia to help the world have access to better information. With Wikipedia's moto being "be bold" I wanted to point something out that I noticed, and would love to receive feedback from you. As I was reviewing this page, I noticed that under the heading "Formal Learning", there was something that caught my attention that I would consider a read flag. The wording is almost identical to the source cited, (Informal Learning in the Workplace) but it has no quotation marks which is not giving credit to the person the information actually belongs. Here is the quote on the cited source's page, and if compared to the information under "Formal Learning" found on this Wikipedia page, you will find large parallels. "The terms formal and informal learning have nothing to do with the formality of the learning, but rather with the direction of who controls the learning objectives and goals. In a formal learning environment, the training or learning department sets the goal and objectives, while informal learning means the learner sets the goal and objectives (Cofer, 2000)". What do you think? ~ Joshpalpsychology101 (talk) 02:38, 3 May 2023 (UTC)

 * I am wanting to improve the Formal, informal, non-formal learning sections as well as the operant conditioning section. If you happen to see edits under these topics, please know I am working hard to "be bold" but at the same time I am open for feedback and looking to be a team player. Let me know of any ideas or sources you might have that I can read to improve these sections. Thanks! Joshpalpsychology101 (talk) 23:56, 19 June 2023 (UTC)

Wiki Education assignment: Adult Development Spring 2023
— Assignment last updated by Joshpalpsychology101 (talk) 20:36, 12 June 2023 (UTC)

title: Talk:Learning


text:
Charles Lee

Charles Lee may refer to:

Politics

 * Charles Lee (Attorney General) (1758–1815), lawyer and United States Attorney General
 * Charles Lee (Australian politician) (1842–1926), Minister for Justice, 1898–1899, and Secretary for Public Works, 1899
 * Charles Lee (Hong Kong politician) (born 1936), former chairman of Hong Kong Exchanges and Clearing Limited
 * Charles Lee (activist) (active in 1987), American environmental justice activist

Sports

 * Charlie Lee (Australian footballer) (1896–1979), Australian rules footballer
 * Charles Lee (cricketer) (1924–1999), English first-class cricketer
 * Charles A. Lee (born 1977), American sprinting athlete
 * Charles Lee (American football) (born 1977), former American football wide receiver
 * Charles Lee (basketball) (born 1984), American basketball player
 * Charlie Lee (English footballer) (born 1987), English football player
 * Charlie Lee (squash player) (born 1998), English squash player
 * Charlie Lee (football coach) (born 1945), American football coach

Others

 * Charles Lee (general) (1732–1782), Anglo-American soldier of the American Revolutionary War
 * Charles Lee (British architect) (1803–1880/4–1880), in partnership with Thomas Talbot Bury, 1845–1849
 * S. Charles Lee (1899–1990), American architect of U.S movie palaces
 * Charles Lee (author) (1870–1956), British author
 * Charles Goodall Lee (1881–1973), first licensed Chinese American dentist in California
 * Charles Freeman Lee (1927–1997), American jazz trumpeter
 * Charles Lee (active 2004–2006), guitarist of the band Loser
 * Charles Lee (scientist) (born 1969), Canadian pathology scientist
 * Charles E. Lee (1917–2008), American archivist and historian in South Carolina
 * Charlie Lee (computer scientist), creator of Litecoin
 * J. Charles Lee, president of Mississippi State University

title: Charles Lee


text:
Charles Lee (Attorney General)

Charles Lee (January 1, 1758 – June 24, 1815) was an American lawyer and politician from Virginia who served as United States Attorney General from 1795 until 1801, and as United States Secretary of State ad interim from May 13, 1800, to June 5, 1800., after serving as prosecutor for the City of Alexandria and serving in the Virginia House of Delegates from Fairfax County.

Early and family life
Charles was the third of eleven children born to Henry (1730–1787) and Lucy (Grymes) Lee on his father's Leesylvania plantation in Prince William County, Virginia. A member of the First Families of Virginia, his elder brother became General Henry "Light-Horse Harry" Lee. Another lawyer brother became Congressman Richard Bland Lee, and future President Zachary Taylor would be his third cousin. This Lee also handled legal affairs for more distant relatives, including administering the will of Richard Henry Lee, one of whose sons/heirs Ludwell Lee also practiced law in Alexandria.

Lee received a private education suitable to his class, then traveled to Princeton, New Jersey, for studies at the College of New Jersey (later Princeton University) in 1775. Lee then read law with Jared Ingersoll in Philadelphia before returning to Virginia.

His father's 1787 will appointed Charles as Executor and the guardian of his three siblings under 21 years of age (Edmund, Lucy, Ann). Upon his mother's death in 1792, Charles received the Leesylvania plantation.

In 1789, Charles married Anne Lee (December 1, 1770 – September 9, 1804), his second cousin and the daughter of Richard Henry Lee (his first cousin once removed), and they lived at 220 N. Washington Street in Alexandria until 1800, then 407 N. Washington Street until her death (though Charles Lee continued to live there with his brother Edmund and his wife (Anne's sister Sara) until a year after his remarriage). The couple had six children: Anne Lucinda Lee (1790–1845), infant son (Arthur) Lee (1791–1791), Richard Henry Lee (February–March 1793), Charles Henry Lee (b. October 1794), William Arthur Lee (September 1796 – 1817), and Alfred Lee (1799–1865). In July 1809, Lee remarried, to Margaret Scott Peyton of Fauquier County (1783–1843). Lee had sold property in Alexandria shortly before that marriage, then sold several lots in Warrenton (the Fauquier County seat) and leased a two-story brick house on Prince Street in Alexandria. Charles and Margaret Lee had four children: Robert Eden Lee (1810–1843), Elizabeth Gordon Lee (1813–1892), Willis Drury Lee (d.1843), and Alexander Lee (1815–1815).

Career
After admission to the Virginia bar, Lee practiced law in Alexandria (for much of this time part of the District of Columbia), as did his brothers Richard Bland Lee and Edmund J. Lee, his uncle Arthur Lee (at least technically), and cousin/brother-in-law Ludwell Lee. In addition to his government duties described below Lee had a private legal practice, and one of his clients was George Washington (from 1785 until his appointment as Attorney General as described below in 1795). He also was the Alexandria city prosecutor until resigning that office in 1794, and a local judicial position in 1801. Like his uncle squire Richard Lee, Charles Lee also held appointed positions as (most lucratively) tax collector for the Port of Alexandria (1789–1793), naval officer for the South Potomac (1777–1789), secretary of the Potomac Company (1785), and clerk for the Common Council of Alexandria (1785).

Fairfax County voters thrice elected Lee and Samuel Arell as their two delegates in the Virginia House of Delegates—in 1793, 1794 and 1795 (though Arell died in that final and was replaced by Elisha C. Dick, and both were replaced by Charles Simms and Augustine J. Smith in 1796).

President George Washington appointed Lee the Attorney General after William Bradford died in office. After Senate approval, Lee took office on December 10, 1795, and served until Washington left office. His successor, President John Adams continued Lee in that position for nearly the entire Adams administration (until February 19, 1801). On February 18, 1801, Adams nominated Lee for one of 16 new circuit court judgeships created by the Judiciary Act of 1801 (a judicial reorganization that also reduced the U.S. Supreme Court to five judges and temporarily eliminated circuit riding for justices). Although the Senate confirmed his appointment on March 3, 1801 (along with the "midnight judges" President Adams appointed as his administration ended), that judicial reorganization act was repealed on April 8, 1802 (by the Judiciary Act of 1802).

Both before and during his federal service, Lee lived in Alexandria, which was then part of the capital district. He was elected to the Alexandria City Council in 1794 and re-elected. He advocated returning the southern part of the District of Columbia to Virginia, which finally happened in 1847. In 1804 fellow councilors elected Lee as Alexandria's mayor, but he refused to serve, so Dr. Elisha C. Dick was selected instead. The previous year, his brother Edmund J. Lee had served as the council's recorder, and would first be elected to represent the third ward in 1805, later became the council's president (in 1810) and mayor (in 1815). Lee had inherited Leesylvania plantation from his father, although his mother Lucy was entitled to live there for the rest of her life (which ended in 1792), but to ease financial problems (probably related to investments of or with his brother Light-Horse Harry Lee), Charles Lee mortgaged it to his cousin William Lee, and the residence burned down, so eventually the acreage was also sold.

After his time as Attorney General, in addition to becoming among the most prominent trial lawyers in Northern Virginia and the District of Columbia, Lee became the port officer for the District of the Potomac. As a private attorney Lee represented William Marbury and other "midnight judge" appointees of President Adams in Marbury v. Madison, the landmark case against the Jefferson administration for unfulfilled political appointments. Simultaneously, Lee defended Hugh Stuart in Stuart v. Laird. Lee also defended former vice president Aaron Burr in his famous treason trial.

Most members of the Lee family operated plantations using enslaved labor. Charles Lee owned two slaves in Alexandria in 1787, and either he or a man of the same common name owned slaves in several Tidewater Virginia counties where his ancestors had plantations.

Death and legacy
Charles Lee died on June 24, 1815, in Fauquier County, Virginia, at the age of 57, and is buried in the Warrenton Cemetery in Warrenton.

title: Charles Lee (Attorney General)


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Hell on Earth (band)

Hell on Earth is a heavy metal and industrial rock band from Tampa, Florida.

In 1996, the group’s debut album, Biomechanical Ejaculations Of The Damned was released. It was followed by tours which showcased their live music and visually stimulating performance art. They made regular guest appearances on regional and national radio shows.

In 2002, their sophomore album titled All Things Disturbingly Sassy was released. The band toured extensively and further developed their legendary concerts.

In September 2003 lead singer BillY Tourtelot said the band accepted a terminally-ill fan's request to die onstage during the band's concert scheduled for October 4, 2003 at The State Theatre in St. Petersburg, Florida. The intent was to bring attention to physician-assisted suicide on behalf of those who were suffering from terminal illness with the goal that laws could be changed to allow those individuals to have end-of-life choices. Consequently, Florida Governor Jeb Bush and Florida Attorney General Charlie Crist spun the band’s message and announced that the band would be prosecuted for assisting with suicide. In 2004, the Florida Senate, in response to the band's actions, passed a bill barring the "exploitation of self-murder" for "commercial or entertainment purposes," subsequently signed into law by Governor Bush.

In 2011, their third album, Demon Alien Angels was released.

In 2022, the band’s music video, For The Good Of The Hole was released. It is also the first single from their forthcoming album.

Line-up

 * BillY Tourtelot - Vocals, guitar, keyboards
 * Seismal - Bass

Past line-up

 * Jonathan Lee (Acheron, The Autumn Offering) - Drums
 * Erin Fuller - Drums
 * M3 - Mike Walkowski - Guitar
 * Joe Gilardi - Guitar
 * Johnny Teabags - Guitar
 * Mike McCracken - Drums
 * Spence - Bass
 * Paul Lydic - Bass
 * Salva - Keyboards

title: Hell on Earth (band)