Historically, the notion of biologi

Historically, the notion of biological constraints on learning arose from Darwin’s (1859) thoughts on
the distinction between instincts (behaviors that required no experience) and habits (behaviors that required
experience), in terms of his theory of evolution by natural selection. Several discussions ensued between
biologists and psychologists about how instincts and habits related to one another. Peaking during the 1950s
and 1960s, these discussions gave conceptual focus to much of the empirical work in both disciplines. On the
side of psychology, such focus paved the way to the notion of biological constraints against a view that made it
difficult to smoothly integrate learning with Darwin’s theory.
Biological constraints were widely discussed during the 1970s in relation to experimental research on
associative learning in Pavlovian and instrumental conditioning (e.g., see Bitterman, 1975; Hinde &
Stevenson-Hinde, 1973; Rozin & Kalat, 1971; Seligman & Hager, 1972; Shettleworth, 1972)1
. Not all these
authors saw eye to eye on the topic, but they agreed on the need to reexamine a fundamental assumption of that
research that was challenged by evidence.
The assumption in question stated that learning followed laws (or theories, principles, processes,
explanations, or mechanisms) that were general across all stimuli, responses, reinforcers, and species. That is
to say, the laws of learning were assumed to be independent of specific stimuli, responses, and reinforcers.
There also was this notion that species differences in learning were theoretically less relevant than the
similarities. The assumption can thus be called the generality assumption. It was challenged by evidence of
certain systematic learning differences across stimuli, responses, reinforcers, and species. T

Results (Indonesian) 2:

Secara historis, gagasan kendala biologis pada pembelajaran muncul dari (1859) pikiran Darwin tentang
perbedaan antara naluri (perilaku yang tidak membutuhkan pengalaman) dan kebiasaan (perilaku yang diperlukan
pengalaman), dalam hal teori evolusi melalui seleksi alam. Beberapa diskusi terjadi antara
ahli biologi dan psikologi tentang bagaimana naluri dan kebiasaan terkait satu sama lain. Memuncak selama tahun 1950
dan 1960-an, diskusi ini memberi fokus konseptual untuk banyak pekerjaan empiris dalam kedua disiplin. Di
sisi psikologi, fokus seperti membuka jalan untuk gagasan kendala biologis terhadap pandangan yang membuatnya
sulit untuk lancar mengintegrasikan pembelajaran dengan teori Darwin.
Kendala biologis yang banyak dibahas selama tahun 1970 dalam kaitannya dengan penelitian eksperimental pada
pembelajaran asosiatif di Pavlov dan penyejuk instrumental (misalnya, lihat Bitterman, 1975; Hinde &
Stevenson-Hinde, 1973; Rozin & Kalat, 1971; Seligman & Hager, 1972; Shettleworth, 1972) 1
. Tidak semua
penulis melihat mata ke mata pada topik, tetapi mereka sepakat pada kebutuhan untuk menguji kembali asumsi dasar bahwa
penelitian yang ditantang oleh bukti.
Asumsi tersebut menyatakan bahwa pembelajaran diikuti hukum (atau teori, prinsip, proses,
penjelasan , atau mekanisme) yang umum di semua rangsangan, tanggapan, reinforcers, dan spesies. Yang
mengatakan, hukum-hukum belajar yang diasumsikan independen dari rangsangan tertentu, tanggapan, dan reinforcers.
Ada juga gagasan bahwa spesies perbedaan dalam pembelajaran yang secara teoritis kurang relevan daripada
kesamaan. Asumsi demikian dapat disebut asumsi umum. Hal itu ditantang oleh bukti
perbedaan pembelajaran yang sistematis tertentu di stimuli, tanggapan, reinforcers, dan spesies. T