Your Language

Types of Verbal Learning in Psychology | Basic Types of Verbal Learning

There are different kinds/ types of verbal learning. So we're here to break down the basics. Think of it as the ABCs of how we understand stuff with words. 

In psychology, researchers explore various kinds of verbal learning to better understand how individuals acquire and process information through language.

So, come along as we explore Types of Verbal Learning and get the scoop on the Basic Types of Verbal Learning that make learning a breeze. 


Let's dive into the world of learning and understand how we grasp information through words. When it comes to learning, verbal learning is a big player. Imagine it like learning through talking or reading.

Generally, two methods are used, one is sequential training/serial learning and the other is mandatory pairs training/ paired associate learning. There are also major three types of verbal learning tasks.


Serial Learning in Psychology

In this, the experimenter prepares a list of words. List is based on meaningless and meaningful words. The list is displayed word by word normally. Only one word is displayed at a time. And the time is also equal for each word. 

The subject is to learn the list. Because he has to repeat the list in the order in which he was shown the original list. This process is repeated until the subject is able to memorize the entire list.


Training of Parallel Pairs/ Paired Associate Learning

In it, the words in the list are used in pairs. Though the order of the pairs is changed in each trial. But the subject requires that if a word is shown, the other word of the same pair should be spoken. This mechanism affects the elements that establish the stimulus and response. 

For example when we learn a foreign language, which is difficult and unfamiliar to us. So in this the native language word is used as the stimulus, and the foreign language word is the response. 

But when it comes to critical thinking, understanding relationships, and making generalizations, its use here is less obvious. Although here only literal/verbal learning is involved in achieving the goal.


Concept Learning/ Training in Logical Thinking

This is also a form of verbal learning. When learning logical thinking, the analytical characteristics of emotions are stored in the mind. 

To see whether a child who calls grass green has a green color sense or not. He is shown many things besides grass. There will be some items in which the color green is prominent and the rest will be in other colors. If the child has a correct sense of green color, he will recognize the color green correctly. 

Sometimes children may not be able to articulate the correct words immediately, but they demonstrate through their actions that they understand the specific properties of objects.


Discriminative Learning/ Experiential Learning

Discriminative learning is the process of understanding how different stimuli can lead to different reactions. Verbal learning is not just about storing words; it's also about their correct and timely use. 

We memorize the distinctions in properties of various objects. We store the properties of different objects with their differences in mind. Similarly, we meet many people in our daily life. We remember their names, addresses, etc., by associating them with their physical features. 

Individual differences found among different people are also present in verbal learning. Verbal learning is deeply connected to intelligence and memory.


Rhythm in Learning/ Harmony in Learning

When there is harmony in words and language, it becomes easier to remember them. Children are often exposed to more verbal learners. They taught interesting and rhythmic poems, which they memorize with enthusiasm and interest. 

Meaningful words are learned at a faster pace compared to isolated words. The speed of learning is even higher when comparing prose and poetry. 

The connotation of words, their ordered arrangement, and the elements of harmony greatly impact verbal learning.


Skill Learning in Psychology/ Skill Training

When the basic use of muscles is involved in learning, it is called motor skills learning in psychology/ training. Achieving motor skills requires coordination in the movements of body parts. 

Walking, running, swimming, cycling, gymnastics, typing are all examples of motor skills learning/ training.

Motor skill learning/ training and language learning/ training both play a significant role in human behavior

For instance, when we speak words, the movements of the tongue and the contraction of muscles in the sound apparatus cause it. Similarly, writing requires muscular coordination for the movements of the hands and arms. 

A student who wants to learn a foreign language is well aware that both verbal and motor skills learning/ training are involved in it. 

Human roles are a complex set of reactions. We separate verbal and kinesthetic learning for the sake of study only. Although we know that, in real life, we find very little of only verbal or only motor skills learning/ training.

Motor skill expertise relies not only on muscular coordination but also on verbal and perceptual elements. Initially, individuals are given verbal instructions on learning a task. It is also tried to be explained with the help of words, maps, charts and models. That is, both verbal and perceptual learning are included.

For example, in walking, there are more motor actions and fewer perception actions. Similarly, searching words in a dictionary is more perceptual and less motor. 

But as proficiency is gained in a task, the importance of verbal and perceptual actions diminishes. Motor skill remains established for a long time. As a person practices a lot, he also remembers it.

Skill, in essence, means that an individual learns to perform a task in such a way that they become adept at it and are called skilled. 

When an individual attains excellence or skill in a task, it means they have learned to perform the task mechanically. 

When a task is done mechanically, it is called complete skill. Partial skill involves the individual doing the task, but expert capabilities are not fully evident.


Different Levels of Expertise

In the initial stages of any endeavor, active attention and effort are crucial. It takes hard work and practice. After understanding the nature of work, all relevant information is gathered. Instructions are carefully followed, marking the learning phase for the individual.

Moving into the second stage, the individual starts to grasp the intricacies of the task. Practical skills are acquired to the extent that the individual achieves proficiency, leading to a sense of confidence. 

So he performs the task responsibly without any hesitation or fear..

The third stage witnesses mechanical efficiency in the individual's actions. Now, the individual performs the task with genuine enthusiasm, not needing to consciously think about it. This is because experience plays a significant role in this stage.


Take, for instance, the act of riding a bicycle or learning to type. In the beginning, mistakes are common, and it takes a considerable amount of time. There is no coordination in the movements.

In the second stage, control over the bicycle and typing skills are refined, reaching a moderate level of proficiency. Typing speed may reach 10 or 15 words per minute.

However, in the third stage, cycling becomes mechanical, covering miles effortlessly, and typing speed can surge to 70 or 80 words per minute. The fingers move mechanically on the keyboard/ typewriter. We call this third level the mastery level.

These stages can be clarified further with examples from different fields. 

Go to the nursery room of a hospital. Check the movements of newborns there. Then watch the children between the ages of six and nine playing different games. See students doing experiments in a high school typing class, singing class, and science class.

Finally watch a surgeon who operates or a dancer or a musician or an athlete. The difference will not be as clear to you from reading in books as it will be from observing people from the infant to the fully skilled.

The following elements are important in these stages.

Key Elements in these Stages

Strength of Grip/ Gripping Power

It includes mental and physical development. Because every kind of talent requires mental qualities in addition to personal qualities. In the power of understanding comes intelligence, calculation ability and language learning etc. 

In addition, a person's height, weight, proper bone development, strength of hands and wrists all change with age.

Reaction time/ Response Time

Initially, individuals take more time. Performance improves with practice. A skilled person, working in a mechanical manner, can save a significant amount of time. 

On average, human response time is around 350 milliseconds. While a stopwatch can record times as low as one second or 0.5 seconds or 0.1 seconds..


Coordination of muscles is crucial in activities like running, typing, or playing musical instruments. As one develops expertise, training and practice enhance the efficiency of movements, and the speed of work is greatly increased.


Difficulties arise in the beginning for practical work. The individual also finds it difficult to maintain balance. But later with practice comes mechanical style. Balance has also been seen in various sports.

Writing Skills

In the beginning, when a child learns to write, his whole body is involved. He sometimes sticks out his tongue, hunches his shoulders, shakes his legs and shakes his head at the same time. 

But as skill is gained, these movements diminish and the speed of writing increases..


Principles for Enhancing Skills

  • Analysis of the Type of Work - Understand the nature of the task before providing guidance.
  • Accurate Demonstration of the Task - Ensure the correct manifestation of the task.
  • Express Initial Reactions in Layman's Terms - Translate initial reactions into simple language. Practical demonstrations are beneficial if possible.
  • Frequent and Varied Practice - Conduct regular and diverse exercises. Proper training and practice are vital. 
  • Avoid Prolonged Practice in one Stretch - Divide tasks into intervals to prevent extended periods of continuous practice.
  • Provide Information About Results - Awareness of results significantly impacts the speed of learning.
  • Assist Learners in Grading their Responses - Help learners assess their responses.
By following these principles, one can effectively enhance and refine their skills across different domains. One should learn to speak effectively type of verbal verbal.

What is Verbal Learning

Post a Comment