Learning theories
Theories of learning
Classical Conditioning
A type of conditioning in which and individual responds to
some stimulus that would not ordinarily produce such a
response.
Stimulus
Response
Classical Conditioning Theory
The specific model for classical conditioning is:
Neutral Stimulus (NS) --- does not elicit the response
of interest
This stimulus (sometimes called an orienting
stimulus as it elicits an orienting response) is a
neutral stimulus since it does not elicit the
Unconditioned (or reflexive) response.
The Neutral/Orienting Stimulus (NS) is repeatedly
paired with the Unconditioned/Natural Stimulus
(US).
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Classical Conditioning Theory
The Neutral Stimulus (NS) is transformed into a
Conditioned Stimulus (CS).
That is, when the CS is presented by itself, it elicits or
causes the CR (which is the same involuntary response as
the UR.
The name changes because it is elicited by a
different stimulus.
This is written CS elicits > CR.
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Classical Conditioning Theory
In the area of classroom learning, classical
conditioning is seen primarily in the conditioning of
emotional behavior.
Things that make us happy, sad, angry, etc. become
associated with neutral stimuli that gain our attention.
Operant conditioning
A type of condition in which desired voluntary
behavior leads to a reward or prevents a
punishment.
This theory argues that behavior is a function of
its consequences.
Operant behavior means voluntary or learned
behavior in contrast to reflexive or unlearned
behavior.
Reinforcement
Types
Typesof
ofReinforcement
Reinforcement
Event is Added
Event is Removed
(best to use)
Pleasant
Event
Unpleasant
Event
Positive
reinforcement
(increases behavior)
Punishment
(decreases behavior)
(worst to use)
Extinction
(decreases behavior)
Negative
reinforcement
(increases behavior)
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Rewards Used by Organizations
MATERIAL REWARDS
Pay
Pay raises
Stock options
Profit sharing
Deferred compensation
Bonuses/bonus plans
Incentive plans
Expense accounts
SUPPLEMENTAL BENEFITS
Company automobiles
Health insurance plans
Pension contributions
Vacation and sick leave
Recreation facilities
Child care support
Club privileges
Parental leave
SOCIAL/INTERPERSONAL REWARDS
Praise
Developmental feedback
Smiles, pats on the back, and
other nonverbal signals
Requests for suggestions
Invitations to coffee or lunch
REWARDS FROM
THE TASK
Sense of achievement
Jobs with more responsibility
Job autonomy/self-direction
Performing important tasks
STATUS SYMBOLS
Corner offices
Offices with windows
Carpeting
Drapes
Paintings
Watches
Rings
Private restrooms
SELF-ADMINISTERED
REWARDS
Self-congratulation
Self-recognition
Self-praise
Self-development through
expanded knowledge/skills
Greater sense of self-worth
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Social learning theory
The view that people can learn through
observation and direct experience.
Four processes have been found to
determine the influence that model will have
on an individual.
1.
2.
3.
4.
Attention processes
Retention processes
Motor reproduction processes
Reinforcement processes
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Shaping Behavior
Systematically reinforcing each successive step
that moves an individual closer to the desired
response.
Key
KeyConcepts
Concepts
Reinforcement
Reinforcementisisrequired
requiredto
tochange
changebehavior.
behavior.
Some
Somerewards
rewardsare
aremore
moreeffective
effectivethan
thanothers.
others.
The
Thetiming
timingof
ofreinforcement
reinforcementaffects
affectslearning
learning
speed
speedand
andpermanence.
permanence.
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Four Methods of
Shaping Behavior
1. Positive reinforcement: Following a response with
something pleasant, e.g., boss praises an employee for
job well done.
2. Negative reinforcement: Following a response by the
termination or withdrawal of something unpleasant,
e.g., If your college instructor asks a question and you
don not know the answer, looking through your lecture
notes is likely to preclude your being called on. This
negative reinforcement because you have learned that
looking busily through your notes prevents the
instructor from calling on you.
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Four Methods of
Shaping Behavior,
3.
Punishment: Causing unpleasant condition in an
Contd.,
attempt to eliminate an undesirable behavior, e.g., giving
an employee a two-day suspension from work without
pay for showing up drunk is an example of punishment.
4. Extinction: Eliminating any reinforcement that is
maintaining a behavior, e.g.,College instructors who wish
to discourage students from asking questions in class can
eliminate this behavior in their students by ignoring those
who raise their hands to ask questions.
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Schedules of Reinforcement
Continuous Reinforcement
A desired behavior is
reinforced each time it is
demonstrated.
Intermittent Reinforcement
A desired behavior is
reinforced often enough to
make the behavior worth
repeating but not every time
it is demonstrated.
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Schedules of Reinforcement
(contd)
Fixed-Interval Schedule
Rewards are spaced at
uniform time intervals.
Variable-Interval Schedule
Rewards are initiated
after a fixed or constant
number of responses.
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Schedules of Reinforcement
(contd)
Fixed-ratio
E X H I B I T 24
E X H I B I T 24
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Intermittent Schedules of
Reinforcement
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Intermittent Schedules of
Reinforcement (contd)
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Behavior Modification
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5 Step Problem-solving
Model
Identify Critical behavior
Measure the frequency of the behavior
Identify behavioral consequences
Develop and apply a strategy- Apply intervention
Provides a baseline of current performance
Perform a functional analysis
Should be observable, objective, and countable
Taken directly from operant conditioning principles
Measure the frequency of the behaviorEvaluation of performance
Assesses revised performance
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OB MOD Organizational
Applications
Well Pay
Reduce absenteeism by rewarding attendance.
Employee Discipline
The use of punishment can be counter-productive.
Developing Training Programs
Improve training effectiveness.
Self-management
Reduces the need for external management
control.
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