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LEARNING

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Learning

Learning

Involves change

Is relatively permanent

Is acquired through experience

Learning

Involves change

Is relatively permanent

Is acquired through experience

LearningAny relatively permanent change inbehavior that occurs as a result ofexperience.

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Characteristics of Learning

Change

1.may e good or ad !rom an organi"ation

point o! vie#.

$.must ecome ingrained rather than immediate.

%ermanent &Learning should e permanent

Experience may e acquired directly through

oservation or practice' or it may e acquired indirectly' as

through reading

Change

1.may e good or ad !rom an organi"ation

point o! vie#.

$.must ecome ingrained rather than immediate.

%ermanent&Learning should e permanent

Experiencemay e acquired directly through

oservation or practice' or it may e acquired indirectly' as

through reading

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Theories of Learning

Classical

conditioning

(perant

conditioning

)ocial*

learning

theory

)haping

ehavior

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Theories of Learning

+ey Concepts

,nconditioned stimulus

,nconditioned response

Conditioned stimulus

Conditioned response

+ey Concepts

,nconditioned stimulus

,nconditioned response

Conditioned stimulus

Conditioned response

Classical ConditioningA type of conditioning in which anindividual responds to some stimulus thatwould not ordinarily produce such a

response.

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Classical conditioning concepts

,nconditioned stimuli*a naturally occurringstimulus that leads to an involuntary response.

Unconditioned means unlearned or naturallyoccurring.

,nconditioned response*an involuntary response to

a naturally occurring or unconditioned stimulus.

Conditioned stimulus*stimulus that becomes ableto produce a learned reflex response by being paired

with the original unconditioned stimulus.

Conditioned means learned.

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Classical conditioning example

Conditional response*Learned reflex response to aconditioned stimulus

Classical conditioning example-

dog bite(ucs) frightened(C!)

sight of dog(cs) "og bite(C#) $rightened(ucr)

sight of dog(cs) $rightened(cr)

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Theories of Learning (cont%d)

+ey Concepts

Re!lexive -unlearned ehavior

Conditioned -learned ehavior

Rein!orcement

+ey Concepts

Re!lexive -unlearned ehavior

Conditioned -learned ehavior

Rein!orcement

(perant Conditioning

A type of conditioning in which desired voluntarybehavior leads to a reward or prevents apunishment.

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Conditioning comparison

C(/%ARING 0( +IN2) (3 C(N2I0I(NING

(perant conditioning Classical conditioning

&oals to increase the rate ofan already occurring response

&oals to create a newresponse to a stimulus thatdoesn%t normally produce that

response

!esponses are voluntary !esponses are involuntaryand reflexive

Conse'uences are importantin forming an association

ntecedent stimuli areimportant in forming an

association

!einforcement must beimmediate

C# must occur immediatelybefore the C#

n expectancy develops forreinforcement to follow a

correct response

n expectancy develops forC# to follow C#

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Theories of Learning (cont%d)

+ey Concepts

Attentional processes

Retention processes

/otor reproduction processes

Rein!orcement processes

+ey Concepts

Attentional processes

Retention processes

/otor reproduction processes

Rein!orcement processes

)ocial*Learning 0heoryPeople can learn through observation anddirect experience.

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xample of social learning theory

0he most common -and pervasive examples

o! social learning situations are television

commercials. 3or instance commercials

suggest that using a particular hair shampoo

#ill ma4e us popular and #in the admiration

o! attractive people. 2epending upon the

component.

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Theories of Learning (cont%d)

+ey Concepts

Rein!orcement is required to change ehavior.

)ome re#ards are more e!!ective than others.

0he timing o! rein!orcement a!!ects learningspeed and permanence.

+ey Concepts

Rein!orcement is required to change ehavior.

)ome re#ards are more e!!ective than others.

0he timing o! rein!orcement a!!ects learningspeed and permanence.

)haping 5ehaviorystematically reinforcing each successive stepthat moves an individual closer to the desiredresponse.

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!einforcement

6 Rein!orcement * any event or stimulus' that

#hen !ollo#ing a response' increases the

proaility that the response #ill occur again.

6 %rimary rein!orcer * any rein!orcer that is naturally

rein!orcing y meeting a asic iological need'

such as hunger' thirst' or touch.

6 )econdary rein!orcer * any rein!orcer thatecomes rein!orcing a!ter eing paired #ith a

primary rein!orcer' such as praise' to4ens'etc.

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Types of !einforcement

%ositive rein!orcement Providing a reward for a desired behavior.

Negative rein!orcement

!emoving an unpleasant conse"uence when thedesired behavior occurs.

%unishment

Applying an undesirable condition to eliminatean undesirable behavior.

Extinction #ithholding reinforcement of a behavior tocause its cessation.

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*unishment

6 %unishment * any event or o7ect that'

#hen !ollo#ing a response' ma4es that

response less li4ely to happen again.

6 %unishment y application * thepunishment o! a response y the

addition or experiencing o! an

unpleasant stimulus.

6 %unishment y removal * the

punishment o! a response y the

removal o! a pleasurale stimulus.

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Example o! NegativeRein!orcement

Example o! %unishment yRemoval

#topping at a red light to avoidgetting in an accident

Losing the privilege of drivingbecause you got into too many

accidents

+ailing an income tax returnby pril , to avoid paying apenalty

aving to lose some of yourmoney to pay the penalty forlate tax filing

/beying a parent before theparent reaches the count of0three1 to avoid getting ascolding

2eing 0grounded1(losing yourfreedom) because ofdisobedience

Comparison of 3egative !einforcement and

*unishment by removal

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#chedules of !einforcement

Continuous Rein!orcement

A desired behavior is reinforced each time it isdemonstrated.

Intermittent Rein!orcement

A desired behavior is reinforced often enough

to ma$e the behavior worth repeating but notevery time it is demonstrated.

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#chedules of !einforcement (cont%d)

3ixed*Interval )chedule

!ewards are spaced at uniform time intervals.

8ariale*Interval )chedule

!ewards are initiated after a %xed or constantnumber of responses.

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2ehavior +odification

3ive )tep %rolem*)olving /odel

1. Identi!y critical ehaviors

$. 2evelop aseline data

9. Identi!y ehavioral consequences

:. 2evelop and apply intervention

;. Evaluate per!ormance improvement

3ive )tep %rolem*)olving /odel

1. Identi!y critical ehaviors

$. 2evelop aseline data

9. Identi!y ehavioral consequences

:. 2evelop and apply intervention

;. Evaluate per!ormance improvement

(5 /od&he application of reinforcementconcepts to individuals in the wor$setting.

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/2 +/" /rgani4ational pplications

ell %ay versus )ic4 %ay !educes absenteeism by rewarding attendance'

not absence.

Employee 2iscipline

&he use of punishment can be counter(productive.

2eveloping 0raining %rograms

)* +), methods improve training

e-ectiveness. )el!*management

!educes the need for external managementcontrol.

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2C +odel

ntecedent

*ehavior

Conse"uence

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ntecedents

1. An antecedent is a stimulus that precedesa ehavior and ma4es it more li4ely that theehavior #ill occur

$. hen and #here did the ehavior occurred

9. hat happened e!ore the ehavioroccurred

:. ho #as present #hen the ehavioroccurred

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xamples of ntecedents

1. 0om tends to engage in sel!*in7uryehavior more o!ten #hen ?ane' a sta!!

memer' #or4s on the shi!t' ecause she

typically rein!orces the ehavior #ith

attention.$. Lu4e' a @*year*old oy #ith Autism

exhiited challenging ehaviors at

school and home. It appeared that much

o! Luc4s school#or4 #as too di!!icult !or

him.

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2ehavior

1. 5ehavior is everything a person does.$. =5ehavior> re!ers to all ehaviors' not

7ust prolem ehaviors.

9. 5ehaviors that can e oserved *ehaviors that can be heardseen

People can agree something happened

*ehaviors that can be measured

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2ehavior

+ate is angry vs. +ate hit /ar4

/ary is depressed vs. /ary is crying

Ryan is anxious vs. Ryan is pacing

)ue is listening vs. )ue is loo4ing at

the spea4er

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2ehavior

=?ac4 has a personality issue. Be can tell you #hat

to do #hen someody annoys him -such as ta4e

a deep reath' count 1*$*9' ho#ever' he chooses

to e aggressive instead o! using the

4no#ledge.>

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Conse'uences

1. Events occurring a!ter the ehavior

$. Consequences can e good or ad

/et what you want

/et away from you don0t li$e

People leave you alone

/et a scolding from others

lose something valuable

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Conse'uences

Rein!orcement

Consequences increasethe proaility o! the

ehavior.

%unishment

Consequences decreasethe proaility o! theehavior.

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