learning and its theories

8/12/2019 Learning and Its Theories

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LEARNING

BY:

HSK


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2003Prentic

eHallInc.

Allrights

reserved.

LEARNING

Learning

Involves change

Is relatively permanent

Is acquired through experience


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DEFINITIONS

Acc. to E. R. Hilgard, Learning is a relatively

permanent change in behaviour that occurs as a

result of a prior experience.

In other words, it can be defined as a permanent

change in behaviour through education and

training, practice and experience.


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NATUREOFLEARNING

1. Change in Behaviour

2. Change in Behaviour must be relatively

permanent.

3. Change must be based on some experience,practice or training.

4. Reinforcement

5. Learning is reflected in behaviour


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THEORIESOF

LEARNING


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CLASSICAL

CONDITIONING

OPERANT

CONDITIONING

COGINITIVE

CONDITIONING

SOCIAL

LEARNING

LEARNING


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Key Concepts

Unconditioned stimulus

Unconditioned response

Conditioned response


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CLASSICALCONDITIONING:

DEFINITIONS

Unconditioned Stimulus (US):a stimulus that has the ability to produce aspecified response before conditioning begins.

Unconditioned Response (UR):the response produced by the US.

Conditioned Stimulus (CS):an initially neutral stimulus that comes toproduce a new response because it is associated with the US.

Conditioned Response (CR):the response produced by the CS.


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CLASSICALCONDITIONING:

DEFINITIONS

Unconditioned Stimulus (US):a stimulus that has the ability to produce aspecified response before conditioning begins.

FOOD)

Unconditioned Response (UR):the response produced by the US.

SALIVATION PRODUCED BY FOOD)

Conditioned Stimulus (CS):an initially neutral stimulus that comes toproduce a new response because it is associated with the US.

BELL)

SALIVATION PRODUCED BY THE BELL)

Conditioned Response (CR):the response produced by the CS.


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EXAMPLE OF CLASSICAL CONDITIONING.

In an organizational setting, we can see classicalconditioning operating.

For ex:- at one manufacturing plant, every time the

top executive from head office would make a visit,

the plant management would clean up the

administrative offices and wash the windows. This

went for years.

Eventually employees would turn on their best

behaviour and look clean & proper whenever the

windows were cleaned even on the occasions whencleaning was not paired with the visit from the top

management.

In it people had learnt to associate the cleaning of

windows with the visit from head office.


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THEORIESOFLEARNING(CONTD)

Behaviour is likely to be repeated if the

consequences are favorable.Behaviour is not likely to be repeated if the

consequences are not favorable.


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This theory is based on the work of B.F.SKINNER

who advocated that individuals emit responses that

are rewarded and will not emit responses that are

either not rewarded nor punished.

This theory says that behaviour is likely to be

repeated if behaviour is favorable.


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For Ex:-

Working hard and getting promotion will probably

cause the person to keep working hard in the

future.

On the other hand, if boss assures his subordinate

that he would be suitably compensated in the next

performance appraisal, provided the employee

works over time. But when the evaluation time

comes the boss does not fulfill his words, eventhough the latter had worked overtime. Next time

subordinate will directly decline the work overtime

when the boss requests him.


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It recognizes the role of

an organism in

receiving, memorizing,

retrieving and

interpreting the

stimulus and reactingto it.

EDWARD TOLMAN

used rats in his

laboratory and he

showed that they learnt

to run through a

complicated mazetowards their goal of

food.

COGNITIVE LEARNING


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It was observed that

rats developed

expectations at everychoice point of maze.

They learnt to expect

that certain cognitive

cues related to thechoice point could

ultimately lead to food.

The learning took place

when the relationship

between the cues andexpectancy was

strengthened because

the cues led to

expected goals.


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Key Concepts

Attention processes

Retention processes

Motor reproduction processes

Reinforcement processes

What we learn comes from

observing and imitating

models-parents, teachers, peers,

Superiors, film stars etc.


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1. Attention Process:- people learn from a model

only when they recognize and pay attention to its

critical features.2. Retention Processes:-A models influence will

depend upon how will the individual remembers

the models action after the model is no longer

readily available.

3. Motor reduction Processes:- After a person sees

a behaviour, the watching must be converted to

doing.

4. Reinforcement Processes:- Individuals will be

motivated to exhibit the modeled behaviour if

positive rewards are provided. Behaviours that are

positively reinforced will be given more attention,

learned better and performed more often.


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Key Concepts

Reinforcement is required to change behavior. Some rewards are more effective than others.

The timing of reinforcement affects learning speed and permanence.


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For example:-

An employee who chronically leaves the office half

hour early starts leaving the office twenty minutesearly, the manager can reinforce his behaviour so

that it comes close to desired behaviour to leave

the office in time.


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REINFORCEMENT

It plays a central role in the learning process.

Reinforcement can be defined as anything that both

increases the strength of the response and tends toinduce repetitions of the behaviour that preceded

the reinforcement.

There are to types of reinforcement:

1.

POSITIVE REINFORCEMENT2. NEGATIVE REINFORCEMENT


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TYPESOFREINFORCEMENT

POSTIVE REINFORCEMENT:- It is reward

for desired behaviour. Reward should be

such which stimulates desired behaviour

and strengthen the probability of repeating

the behaviour

NEGATIVE REINFORCEMENT:- it is also known as

AVOIDANCE LEARNING. It takes place when an

individual learns to avoid or escape from unpleasantcircumstances. For example:- the manager may like his

subordinates to come in formals and whosoever

doesnt he criticizes them, to avoid criticism the

employees may dress well to keep the manager happy.


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EXTINCTION: it decreases the frequency of

undesirable behaviour. Eliminating any reinforcementthat is maintaining a behaviour is called extinction. If

rewards are withdrawn for behaviours that were

previously reinforced, the behaviour will probably

become less frequent and eventually die out.

PUNISHMENT:- it is anything that weakens

behaviour and tends to decrease its subsequent

frequency. It is historic method of reducing andeliminating undesirable behaviour.


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SCHEDULESOFREINFORCEMENT

CONTINUOS

SCHEDULE:- it

reinforces the desired

behaviour each and

every time it isadministered. This type

of reinforcement

increases the

behaviour rapidly andwithdrawal of

reinforcement

decreases the

performance

PARTIAL

SCHEDULE:- In it not

every instance of the

desirable behaviour is

reinforced, butreinforcement is given

enough to make the

behaviour worth

repeating.


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SCHEDULESOFREINFORCEMENT(CONTD)


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SCHEDULESOFREINFORCEMENT

Fixed-ratio


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THANK

YOU

learning and its theories

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