I. Types of Learning.

A. Classical conditioning.
 Involves reflexive responses and behavior.
 Reflex--involuntary response.
 Unconditioned stimulus elicits reflexive
response.
 Unconditioned stimulus is an environmental
event.
 A conditioned stimulus (i.e., a neutral
environmental event) may accompany it.
 Eventually the conditioned stimulus would
elicit the reflexive behavior. (Pavlov's dog.)
I. Types of Learning.

A. Classical conditioning.
 Distinction between reflexive and non-
reflexive behavior blurred.
 Some responses previously thought reflexive
have been found to have some non-reflexive
aspects.
 Classical conditioning not thought to be
applicable to the workplace.
 Voluntary behavior subject to change via other
methods is what manager deal with.
 Not reflexive responses.
I. Types of Learning.

B. Vicarious learning.
 Other names: observational learning, modeling,
and imitation.
 Does not occur through direct experience.
 Occurs through observing:
 Others performing the behavior and/or
 Others experiencing consequences of
behavior.
 By observing, learn behavior without performing
it.
 Does not necessarily result in performance.
 Performance requires actual accomplishment.
I. Types of Learning.

B. Vicarious learning.
 Sustained behavior will occur if
consequences experienced.
 Operant conditioning.
 Factors affecting impact of vicarious
learning on subsequent performance:
 Do models have high prestige,
status, and expertise?
 Are models similar to person?
II. Contingencies of Reinforcement
(CR)
A. Definition of CR- Relationship between
behavior and the preceding and
following environmental events, which
influence that behavior.
B. Components of contingency of
reinforcement.
 Antecedent--Precedes and sets stage for
behavior.
 Change probability of behavior occurring if
present or remove an antecedent.
 Consequence--The results of a behavior.
 Contingent (dependent) on the behavior.
II. Contingencies of Reinforcement
C. Types of contingency.
 Environmental event may be
presented or withdrawn, positive
or aversive.
 May be presented in different
combinations to produce different
contingencies of reinforcement.
II. Contingencies of Reinforcement
D. Positive reinforcement.
 Reinforcement vs. reward. (Different)
 Reinforcement--a behavioral
contingency that increases
frequency of behavior which it
follows.
 Reward--a consequence one would
find pleasing.
 Becomes a reinforcer if frequency of
desired behavior increases.
II. Contingencies of Reinforcement
E. Principles of positive reinforcement.
 Principle of contingent reinforcement.
 Administered only if desired behavior is performed.
 Loses effectiveness otherwise.
 Principle of immediate reinforcement.
 Most effect if administered immediately after
desired behavior is performed.
 Principle of reinforcement size.
 Larger amount, larger effect.
 "Large" is relative to both behavior and
individual.
 Principle of reinforcement deprivation.
 More deprived a person is of rein forcers, more
effect on future behavior.