Learning

Learning
Any relatively permanent change in behavior that occurs as a
result of experience.

Learning
Learning
• •Involves change
Involves change
• •Is relatively permanent
Is relatively permanent
• •Is acquired through experience
Is acquired through experience
 Theories of Learning
Classical Conditioning
A type of conditioning in which an individual involuntarily responds
to some stimulus that would not ordinarily produce such a
response.

Conditioned or neutral stimulus= Non significant response

Unconditional stimulus= Unconditioned response
CS+ US= Unconditioned response
CS+ Learning= Unconditioned response
Classical
Classical Conditioning
Conditioning

Ivan Pavlov
 Theories of Learning (cont’d)
Operant Conditioning
A type of conditioning in which desired voluntary behavior leads to a
reward or prevents a punishment.
Voluntary
Consequential and not antecedent
 Operant
Operant Conditioning
Conditioning

Edward Thorndike,
and B. F. Skinner.
 Examples Of Classical And Operant Conditioning

Classical Conditioning

(S) (R)
Stimulus Response

is stuck by a pin flinches

is topped below the kneecap flexes lower leg
The individual: is shocked by an electric current jumps/screams
is surprised by a loud sound jumps/screams

Operant Conditioning
(S) (R)
Stimulus Response

works is paid
talks to others meets more people
The individual: enters a restaurant obtains food
increases productivity receives merit pay
16-6
 Chronological Development Of Conceptual
Foundation For O.B. Mod.

Approximate Time
1900 1950 1975 1977

Pavlov
Watson
Classical
Behaviorism
Conditioning
Luthans & Bandura
Skinner
Operant Kreitner Social
Conditioning Initial O.B. Mod. Learning
Approach Theory
Thorndike
Law of Effect

16-7
 Chronological Development Of Conceptual
Foundation For O.B. Mod. (cont.)

Approximate Time
1977 1985 1986 Present

Luthans and
Bandura Luthans and Bandura
Stajkovic
Social Kreitner Social
Full, Current
Learning O.B. Mod. Cognitive
O.B. Mod.
Theory And Beyond Theory
Model

16-8
 Summary Of The Operational Definitions Of
Positive And Negative Reinforcement And Punishment

Consequence Reward Noxious stimuli

of (something desirable) (something aversive
Contingent
and undesirable)
POSITIVE
PUNISHMENT
Application REINFORCEMENT
Behavior Decreases
Behavior increases
PUNISHMENT NEGATIVE
Withdrawal Behavior Decreases REINFORCEMENT
Behavior increases

16-9
 Theories of Learning (cont’d)
Shaping Behavior
Systematically reinforcing each successive step that moves an individual
closer to the desired response.

Key
KeyConcepts
Concepts
• •Reinforcement is required to change behavior.
Reinforcement is required to change behavior.
• •Some rewards are more effective than others.
Some rewards are more effective than others.
• •The timing of reinforcement affects learning speed and permanence.
The timing of reinforcement affects learning speed and permanence.
 Schedules of Reinforcement
Schedule Description
Continuous Reinforcer follows every response
(CRF)

Intermittent Reinforcer does not follow every response

Fixed ratio (FR) A fixed number of responses must be

emitted before reinforcement occurs.

Variable ratio (VR) A varying or random number of responses

must be emitted before reinforcement occurs.

Fixed interval (FI) The first response after a specific period of

time has elapsed is reinforced

Variable interval (VI) The first response after varying or random

periods of time have elapsed is reinforced.
 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.
Schedules of Reinforcement (cont’d)
Fixed-Interval Schedule
Rewards are spaced at uniform time
intervals.

Variable-Interval Schedule
Rewards are initiated after a fixed or
constant number of responses.
Positive reinforcement (Reinforcement): occurs when a behavior (response)
is followed by a stimulus that is appetitive or rewarding, increasing the
frequency of that behavior. Skinner box experiment, a stimulus such as food
or sugar solution
Negative reinforcement (Escape): occurs when a behavior (response) is
followed by the removal of an aversive stimulus, thereby increasing that
behavior's frequency. In the Skinner box experiment, loud noise
continuously sounding inside the rat's cage until it engages in the target
behavior,
Positive punishment (Punishment) (also called "Punishment by contingent
stimulation"): occurs when a behavior (response) is followed by a stimulus,
such as introducing a shock or loud noise, resulting in a decrease in that
behavior.
Negative punishment (Penalty) (also called "Punishment by contingent
withdrawal"): occurs when a behavior (response) is followed by the removal
of a stimulus, such as taking away a child's toy following an undesired
behavior, resulting in a decrease in that behavior.
Extinction
Withholding reinforcement of a behavior to cause its cessation.
 Schedules of Reinforcement (cont’d)

Fixed-ratio

E X H I B I T 2–4
E X H I B I T 2–4
Intermittent Schedules of Reinforcement

E X H I B I T 2–5
E X H I B I T 2–5
Intermittent Schedules of Reinforcement
(cont’d)

E X H I B I T 2–5 (cont’d)
E X H I B I T 2–5 (cont’d)
 Theories of Learning (cont’d)
Social-Learning Theory
People can learn through observation and direct
experience.

Key
KeyConcepts
Concepts
• •Attentional processes
Attentional processes
• •Retention processes
Retention processes
• •Motor reproduction processes
Motor reproduction processes
• •Reinforcement processes
Reinforcement processes
Social
Social Learning
Learning Theory
Theory
Learn by observing others and through direct experiences

Julian Rotter and Albert Bandura.

Models have influence when the following processes occur:

Attentional Reconize

Retention Remember

Motor Reproduction Do

Reinforcement Get rewarded

 Behavior Modification
OB Mod
The application of reinforcement concepts to individuals in
the work setting.

Five
FiveStep
StepProblem-Solving
Problem-SolvingModel
Model
1.1. Identify
Identifycritical
criticalbehaviors
behaviors
2.2. Develop
Developbaseline
baselinedata
data
3.3. Identify
Identifybehavioral
behavioralconsequences
consequences
4.4. Develop
Developand
andapply
applyintervention
intervention
5.5. Evaluate
Evaluateperformance
performanceimprovement
improvement