LEARNING

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

Learning
Learning
Involves
Involveschange
change
Is
Isrelatively
relativelypermanent
permanent
Is
Isacquired
acquiredthrough
throughexperience
experience

Characteristics
Characteristics of
of Learning
Learning
Change
Change
1.may
1.maybe
begood
goodor
orbad
badfrom
froman
anorganization
organization
point
pointof
ofview.
view.
2.must
2.mustbecome
becomeingrained
ingrainedrather
ratherthan
thanimmediate.
immediate.
Permanent
Permanent:Learning
:Learningshould
shouldbe
bepermanent
permanent
Experience
Experiencemay
maybe
beacquired
acquireddirectly
directlythrough
through
observation
observationor
orpractice,
practice,or
orititmay
maybe
beacquired
acquiredindirectly,
indirectly,as
as
through
throughreading
reading

Theories
Theories of
of Learning
Learning
Classical
conditioning

Sociallearning
theory

Operant
conditioning

Shaping
behavior

Theories
Theories of
of Learning
Learning
Classical Conditioning
A type of conditioning in which an
individual responds to some stimulus that
would not ordinarily produce such a
response.
Key
KeyConcepts
Concepts
Unconditioned
Unconditionedstimulus
stimulus
Unconditioned
Unconditionedresponse
response
Conditioned
Conditionedstimulus
stimulus
Conditioned
Conditionedresponse
response

Classical
Classical conditioning
conditioning concepts
concepts
Unconditioned stimuli-a naturally occurring
stimulus that leads to an involuntary response.
Unconditioned means unlearned or naturally
occurring.

Unconditioned response-an involuntary response to

a naturally occurring or unconditioned stimulus.
Conditioned stimulus-stimulus that becomes able
to produce a learned reflex response by being paired
with the original unconditioned stimulus.
Conditioned means learned.

Classical
Classical conditioning
conditioning example
example
Conditional response-Learned reflex response to a
conditioned stimulus
Classical conditioning exampledog bite(ucs)
frightened(UCR)
sight of dog(cs)
sight of dog(cs)

Dog bite(UCS)
Frightened(cr)

Frightened(ucr)

Theories
Theories of
of Learning
Learning (contd)
(contd)
Operant Conditioning
A type of conditioning in which desired voluntary
behavior leads to a reward or prevents a
punishment.
Key
KeyConcepts
Concepts
Reflexive
Reflexive(unlearned)
(unlearned)behavior
behavior
Conditioned
Conditioned(learned)
(learned)behavior
behavior
Reinforcement
Reinforcement

Conditioning
Conditioning comparison
comparison
COMPARING TWO KINDS OF CONDITIONING
Operant conditioning

Classical conditioning

Goals to increase the rate of

Goals to create a new
an already occurring response response to a stimulus that
doesnt normally produce that
response
Responses are voluntary

Responses are involuntary

and reflexive

Consequences are important

in forming an association

Antecedent stimuli are

important in forming an
association

Reinforcement must be
immediate

CS must occur immediately

before the UCS

An expectancy develops for

reinforcement to follow a
correct response

An expectancy develops for

UCS to follow CS

Theories
Theories of
of Learning
Learning (contd)
(contd)
Social-Learning Theory
People can learn through observation and
direct experience.
Key
KeyConcepts
Concepts
Attentional
Attentionalprocesses
processes
Retention
Retentionprocesses
processes
Motor
Motorreproduction
reproductionprocesses
processes
Reinforcement
Reinforcementprocesses
processes

Example
Example of
of social
social learning
learning theory
theory

The most common (and pervasive) examples

of social learning situations are television
commercials. For instance commercials
suggest that using a particular hair shampoo
will make us popular and win the admiration
of attractive people. Depending upon the
component.

Theories
Theories of
of Learning
Learning (contd)
(contd)
Shaping Behavior
Systematically reinforcing each successive step
that moves an individual closer to the desired
response.
Key
KeyConcepts
Concepts
Reinforcement
Reinforcementis
isrequired
requiredto
tochange
changebehavior.
behavior.
Some
Somerewards
rewardsare
aremore
moreeffective
effectivethan
thanothers.
others.
The
Thetiming
timingof
ofreinforcement
reinforcementaffects
affectslearning
learning
speed
speedand
andpermanence.
permanence.

Reinforcement
Reinforcement
Reinforcement

- any event or stimulus, that

when following a response, increases the
probability that the response will occur again.
Primary reinforcer - any reinforcer that is naturally
reinforcing by meeting a basic biological need,
such as hunger, thirst, or touch.
Secondary reinforcer - any reinforcer that
becomes reinforcing after being paired with a
primary reinforcer, such as praise, tokens,etc.

Types
Types of
of Reinforcement
Reinforcement
Positive reinforcement
Providing a reward for a desired behavior.

Negative reinforcement
Removing an unpleasant consequence when the
desired behavior occurs.

Punishment
Applying an undesirable condition to eliminate
an undesirable behavior.

Extinction
Withholding reinforcement of a behavior to
cause its cessation.

Punishment
Punishment
Punishment - any event or object that,
when following a response, makes that
response less likely to happen again.
Punishment by application - the
punishment of a response by the
addition or experiencing of an
unpleasant stimulus.
Punishment by removal - the
punishment of a response by the
removal of a pleasurable stimulus.

Comparison
Comparison of
of Negative
Negative Reinforcement
Reinforcement and
and
Punishment
Punishment by
by removal
removal
Example of Negative
Reinforcement

Example of Punishment by
Removal

Stopping at a red light to avoid

getting in an accident

Losing the privilege of driving

because you got into too many
accidents

Mailing an income tax return

by April 15 to avoid paying a
penalty

Having to lose some of your

money to pay the penalty for
late tax filing

Obeying a parent before the

parent reaches the count of
three to avoid getting a
scolding

Being grounded(losing your

freedom) because of
disobedience

Schedules
Schedules of
of Reinforcement
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
Schedules of
of Reinforcement
Reinforcement (contd)
(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.

Behavior
Behavior Modification
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

OB
OB MOD
MOD Organizational
Organizational Applications
Applications
Well Pay versus Sick Pay
Reduces absenteeism by rewarding attendance,
not absence.

Employee Discipline
The use of punishment can be counterproductive.

Developing Training Programs

OB MOD methods improve training
effectiveness.

Self-management
Reduces the need for external management
control.

ABC
ABC Model
Model

Antecedent
Behavior

Consequence

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ABC
ABC Model
Model
Antecedent: You see a co-worker when you
arrive at work
Behavior: You say hello
Consequence: Co-worker says hello back to
you

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Antecedents
Antecedents
1. An antecedent is a stimulus that precedes
a behavior and makes it more likely that the
behavior will occur
2. When and where did the behavior occurred
3. What happened before the behavior
occurred
4. Who was present when the behavior
occurred

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Examples
Examples of
of Antecedents
Antecedents
1. Tom tends to engage in self-injury
behavior more often when Jane, a staff
member, works on the shift, because she
typically reinforces the behavior with
attention.
2. Luke, a 7-year-old boy with Autism
exhibited challenging behaviors at
school and home. It appeared that much
of Lucks schoolwork was too difficult for
him.
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Behavior
Behavior
1. Behavior is everything a person does.
2. Behavior refers to all behaviors, not
just problem behaviors.
3. Behaviors that can be observed

Behaviors that can be heard/seen

People can agree something happened
Behaviors that can be measured

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Behavior
Behavior

Kate is angry
Mary is depressed
Ryan is anxious
Sue is listening

vs.
vs.
vs.
vs.

Kate hit Mark

Mary is crying
Ryan is pacing
Sue is looking at
the speaker

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Behavior
Behavior
Jack has a personality issue. He can tell you what
to do when somebody annoys him (such as take
a deep breath, count 1-2-3), however, he chooses
to be aggressive instead of using the
knowledge.

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Consequences
Consequences
1. Events occurring after the behavior
2. Consequences can be good or bad

Get what you want

Get away from you dont like
People leave you alone
Get a scolding from others
lose something valuable

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Consequences
Consequences
Reinforcement
Consequences increase the probability of the
behavior.
Punishment
Consequences decrease the probability of the
behavior.

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