Lesson 2

Any relatively permanent change in

behavior that occurs as a result of
experience

 We usually see the change and not the actual

learning. We infer that learning has taken
place if an individual behaves in a manner
different from the way he formerly behaved.
 Reflex (like winking).
 Instinct
 Imprinting
 Natural maturation
 Temporary changes induced by a certain
situation or substance.
 The experiments of Ivan Pavlov

Stages of classical conditioning:

1. A stimulus will naturally (without learning)
elicit or bring about a reflexive response -
Unconditioned Stimulus (UCS) elicits >
unconditioned Response (UCR)
2. The Neutral Stimulus is repeatedly paired
with the Unconditioned/Natural Stimulus (US).
3. The Neutral Stimulus is transformed into a
Conditioned Stimulus (CS).
4. The Conditioned stimulus now creates (on
its own) the same natural response
(saliva). The response is now called – a
conditioned response (CR).
 Extinction – We can reverse the
conditioning by giving meat a few times
without sounding the bell.
 The “Little Albert” experiment (Waston &
Rayner, 1920).
 Why do people tend to eat more when they
are nervous?
 Advertisments.
Class experiment…
 Behavior is a function of its consequences:
People learn to behave to get something
they want or to avoid something they don’t
want.
 Operant conditioning is voluntary as opposed
to the automatic, reflexive classical
conditioning.
 Skinner’s experiments.
Operant Classical
Conditioning Conditioning

One thing leads to Two things occur What is being learned

another together

Learner is active – his Learner is passive – Nature of the learner

behavior effects has no control on the
results and he can appearance of the
control his behavior. stimulus and
response is reflexive

The result of the The unconditioned Type of

behavior stimulus reinforcement
 POSITIVE REINFORCEMENT = increasing a
behavior by administering a reward
 NEGATIVE REINFORCEMENT = increasing a
behavior by removing an aversive stimulus
when a behavior occurs
 PUNISHMENT = decreasing a behavior by
administering an aversive stimulus following
a behavior OR by removing a positive
stimulus
 EXTINCTION = decreasing a behavior by not
rewarding it
 You are managers of a telemarketing team in
a big newspaper.
 The team’s job is to call people and try and
sell them a subscription to the paper.
 Your goal is to increase sales by making your
team learn that its worth their while to
make an effort and sell as many papers as
possible.
 How can you do that?
 Continuous reinforcement:
reinforcement a desired
behavior is reinforced each and every time it
is demonstrated.
 Intermittent reinforcement:
reinforcement A desired
behavior is reinforced often enough to make
the behavior worth repeating but not every
time it is demonstrated.
 Intermittent reinforcement Ratio

Interval
 Interval schedules: reinforcement occurs after a
certain amount of time has passed
 Fixed Interval = reinforcement is presented after a
fixed amount of time (Paycheck, weekly inspections)
 Variable Interval = reinforcement is delivered on a
random/variable time schedule(surprise inspections,
one winner a day at the mall)

 Ratio schedules: reinforcement occurs after a certain

number of responses
 Fixed Ratio = reinforcement presented after a fixed #
of responses (piece-rate incentive plan)
 Variable Ratio = reinforcement delivery is variable but
based on an overall average # of responses (gambling
machines)
 A subscription to the Lottery
 Fishing
 Credits at the supermarket
 Waiting for a bus that arrives
every 30 min.
 Continuous reinforcement is efficient for the
beginning of the learning process, or for
simple tasks.
 Once learned, intermittent reinforcements
are better: they are cheaper and harder to
extinct.
 In general variable schedules tend to lead to
higher performances then fixed schedules,
and to more effort made by the learner.
 The elevator example.
 The systematic
application of the
principles of operant
conditioning for
teaching and
managing important
organizational
behaviors.
 Identify important
Identify important organizational
organizational behavior
behavior

Measure the
Measure the frequency
frequency of
of the
the behavior
behavior

Steps in Do aa functional
Do functional analysis
Antecedents –– Behavior
Antecedents
analysis
Behavior -- Consequences
Consequences

OB Mod Develop and

and apply
apply aa strategy
strategy
Develop

Measure the
Measure the frequency
frequency of
of the
the behavior
behavior

??Problem
Problem solved
solved

Yes
Yes
No
No
Maintain behavior
Maintain behavior
 OB Mod ignores thoughts and feelings.
 OB Mod may not explain complex behaviors that
involve thinking and feeling.
 Stimuli may not be consciously given as a means
of shaping behavior.

.Prentice-Hall Inc. All rights reserved 2009 © 28-2