learning mba 2014

8/11/2019 Learning Mba 2014

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LEARNING

Trial Error Theory

Classical ConditioningOperand Conditioning

Social Learning

Cognitive Theory


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Learning

Relatively permanent change in Behavior arisingout of experience

Involves change - New Behavior & old behavior

Experience is necessary

Modification and some stabilization of behavior

When certain stage of learning is reached,corresponding changes behavior takes place


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Learning

Not just limited to education Process learning to feel, act, interests, habits,

have ability , know about sth, to know how to

do sth, not to do th Process by which behavior is originated-

changed Kinsely

Modification in every behavior, to meetenvironmental requirements (Gardon Murphy

Acquisition of new behavior, strengthening or

weakening of old behavior Henry Smith


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Maturity

Do all changes in behavior result of learning?

Some changes are due to result of maturity.

Maturity is Gradual unfolding of genetic code &ripening of behavior hidden in cells- certain wayof feeling, acting , speech etc

Inner born perceptions, imprints of behavior


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Forces that Influence learning

Physical /Mental Health

MentallydisturbedIntelligence

Understanding ,interest ,

attitudes,aptitude

Level of aspirationGoalsPersistenceReadinesswill

Subject MatterFormal- InformalDirect- Indirect

Activity basedStudent centered

MethodologyLink to past

Unknown areasUse of senses

Gateway toKnowledge

FeedbackRevision

TeacherKnow &Experience

DisciplineclimateSeatingCalm,

controlDistraction

CooperationCompetition

CreativityMaterials

Learner Learning Exp Environment


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Trial & Error

All behavior is the result of trial and

error experimentation

Thorndike (1874 - 1949)


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Trial Error

Edward Thorndike All behavior is the result of trial thru Stimulus &

response

Mechanical Connection of responses to stimuli

Responses that bring reward are learned; responses

that do not bring rewards are not !!.


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Trial & Error

He stated, "When particular stimulus-responsesequences are followed by pleasure, thoseresponses tend to be stamped in'; responses

followed by pain tend to be stamped out'."

Learning occurs incrementally and on the basisof trial &error


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Examples

Sensory- motor skills, are achieved through trial-and-error.

To walk, to swim, or to ride a bicycle . At thebeginning, we make wrong movements andcommit errors. A series of practice trials, errorsare reduced and responses are mastered.


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Trial & Error

Placing a hungry cat into the puzzle box box

Observed its behavior

It tried to escape to obtain some food

For the most part, he noticed that the cats obtained the foodonly by "trial-and-error.

On a successive attempt, the mere trial-and-error behaviordecreased and the cat would escape quickly.

Thorndike studied several cats, and plotted the time it took forthem to escape from the puzzle box on successive trials.

These learning curves did not suddenly improve, but rather theamount of time the animal spent in the box gradually shortened.


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Animal did not merely realize what it had to doto escape, but the connection between theanimal's situation and the response that

gradually freed him was stamped in.

With these observations, Thorndike suggestedthat certain stimuli and responses become

connected or dissociated from each otheraccording to his law of effect.

Trial & Error


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Trial Error: Rat Exp: Elements

DriveHunger

Goal- To get food

Block- Closed Dorr

Random Movement-Trial

Chance Success

Selection of Correctmove

Fixation of correct move

Selection: Stamp oldbehavior in & Stamp in newbehavior

Connection- betweensenses, impulses,impressions and actionsIncrease behavior

Incremental- learning is notsudden: No of trials- not ahuge jumps does not strike

Direct- Not by reason,

thinking, mental process


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Trial & Error

The "law of effect" : stated that when a connection between a stimulus andresponse is positively rewarded it will be strengthened and when it isnegatively rewarded it will be weakened. Thorndike later revised this "law"when he found that negative reward, (punishment) did not necessarilyweakenbonds, and that some seemingly pleasurable consequences do not necessarilymotivate performance.

The "law of exercise: More S-R (stimulus response) bond is practiced thestronger itwill become. As with the law of effect, the law of exercise also hadto be updated when Thorndike found that practice without feedback does notnecessarily enhance performance.

The "law of readiness" : because of the structure of the nervous system,certain conduction units, in a given situation, are more predisposed toconduct than others. (Some r ready , others r not)

Neural bond would be established between the stimulus and response whenthe response was positive. Learning takes place when the bonds are formedinto patterns of behavior


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Law of Readiness- Inner state of mind- force

Law of Effect: S + R = Satisfaction Increases

Law of Exercise

Use : If you connect - Increases

Disuse: If you do not connectweakens

Multiple responses: In a situation we try different

responses before chancing upon best Analogy or repetition: Response depends on past

Trial Error


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Classical Conditioning Exp

Ivan Pavlov : All learning is a process of association

between stimulus and response

Acquisition of new behavior is possible through the

Successful linking of UCS & CS Behavior is nothing but an association between

stimulus and response


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US: Any object that evokes natural response UR: A response which is automatic, not learned

reflex response; it is unlearned and built-in to the

nervous system

CS: Any object to which response is taught Ex

Bell, or advertisement

CR : A response which is not automatic, learned

response Ex: Meat is unconditional stimulus

Salivating by dog is unconditional response,


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Pavlovs Experiment: Phase 1

Food (US):

salivation (UR)

Reflexive response

Rings Bell(CS) :

No response


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CS is repeatedly paired with the US

Bell is sounded before the food is presented

Acquisition of New behavior or response thru

chaining CS with UCS


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Eventually, the CS elicits a new CR

Classical conditioning is complete when hearing thebell by itself causes salivation


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Classical Conditioning

Generalization: Tendency to exhibit a conditionedresponse to any stimuli similar to original CS Anysound causes(Initially, Child thinks all women as

mother. One dog bite, we fear all dogs) Stimulus Discrimination: Ability to exhibit different

responses to different CS. (like Medicines )

Dog learns to respond to the bell rung by person

who gives food than others Child ability to discriminate mothers voice from all

other women.

Fear of only that dog that bit you


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Extinction : Systematic stopping of a behaviorwhich is acquired by delinking the conditionalstimulus

Extincti

on Recovery


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Extinction

Extinction: If you stop pairing the bell with thefood, salivation will eventually cease in responseto the bell.

Gradual declining of behavior or conditionedresponse thru disassociation of UCS (Purchaseresponse to advt like coke declines)

Weakened if the bell (conditioned stimulus) is

regularly presented without the food (unconditionedstimulus). This process is called extinction.

Helps in stopping smoking or drinking or badbehaviors


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Spontaneous recovery:

Reappear of conditioned behavior with greatermagnitude after a longtime (Smoking habit canreappear)

Extinguished responses can be "recovered" afteran elapsed time, but will soon extinguish again if

the dog is not presented with food.


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Behaviorist

Give me a dozen healthy infants, well-formed, and myown specified world to bring them up in and I'llguarantee to take any one at random and train him tobecome any type of specialist I might selectdoctor,

lawyer, artist, merchant, chief, and yes, even beggar-manand thief, regardless of his talents, penchants, tendencies,abilities, vocations, and race of his ancestors. (Watson,1924, p. 104)

This reflects the behaviorist viewpoint that not only can

behavior be explained by examining the environment, butthat by changing the environment the person's behaviorcan be altered


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Operand conditioningSkinner

Behavior is the result of consequences

(1904 - 1990)

O C di i i Ski B


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Operant Conditioning: Skinner Box

Green Button: Pressing green button gives meat.Red Button: Pressing Red leads to shock

Behavior ConsequenceIncreases or

Decreases


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Operant Conditioning

a form of learning in which the consequences ofbehavior determine weather the behavior willoccur or do not occur

behavior (voluntary ) operating on theenvironment


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Operand Conditioning

Behavior leads to Positive Outcome Behavior

Strengthened

Behavior leads to Negative Outcome Behavior

Weakened

1) Any act that produces satisfaction is more likely

to recur;

2) Any act that produces discomfort or pain is less

likely recur.


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Behavior is the result of Positive Reinforcement or rewards, negativereinforcement and punishments

Positive reinforcement or Rewards: Presenting something that is pleasant.

Responses that are rewarded are likely to be repeated. (Good grades

reinforce careful study.) Negative Reinforcement: With drawing something that is

unpleasant. Ex: medicines or probation Responses that allow escape from painful or undesirable situations

are likely to be repeated.

Punishment: Presentingsomething unpleasant Responses that bring painful or undesirable consequences will be

suppressed,

but may reappear if reinforcement contingencies change.(Penalizing late students by withdrawing privileges should stop their

lateness.)


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More intense the Punishment more effective?

Encouraging

Discouraging


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Increases

Behavior Decreases behavior

SomethingPleasant

Positive

PresentingRewards or

positive

Reinforcement

Remove or withdraw

Something

Negative

Unpleasant

Presenting

painful

Punishment

Removenegative

Negative

Reinforcement



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Conditions for Operant Conditioning

1. Immediate: Manager grants incrementimmediatelyafter the appraisal period.

2. only when: A manager who praises theemployees only whenthey behave appropriately

A manager/teacher who laughs at / encouragesinappropriate behavior of employees/students

3. Every time: Punishments or rewards areeffective only if they follow immediately, everytime????


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Three Essential Conditions for Operant

Conditioning

A reinforce must follow the response.To bemost effective, the reinforcer should occurimmediately after the response. The closer it

occurs to the response the more effective it willbe to the students.

The reinforcer must be presented only when theresponse has occurred

The reinforcer should never occur when theresponse does not occur.


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Schedules of Reinforcement

Fixed interval schedule: Rewards are given atuniform time intervals. Ex: Monthly salary, yearly

bonus

Variable interval schedule: Rewards are given atunequal time periods I.e when ever good behavior is

exhibited incentive for good work

Continuous reinforcement: Every time good behavior

is exhibited, reward is givenchildren chocolates


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Fixed-ratio


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Fixed Interval Schedules: the target response is reinforced

after a fixed amount of time has passed 1 week? since the

last reinforcement.

Fixed Ratio Schedules: a fixed number of correct

responses must like no of credit cards sold occur before

reinforcement may recur.


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Variable Interval Schedules: similar to fixedinterval schedules, but the amount of time that

must pass between reinforcement varies

Variable Ratio Schedules: the number of correctrepetitions of the correct response for

reinforcement varies.


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Applied Behavioral AnalysisIncreasing Desirable Behaviors

.

1. Choose effective

reinforcers.

4. Consider contracting.

2. Make reinforces

contingent and timely.

5. Use negative

reinforcement

effectively.

3. Select the BEST

reinforcement schedule.

Extra incentives for software Professionals


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Effective Punishment

Should be swift, consistent, appropriatelyaversive

Challenges Increase aggressive behaviors

Fear the person who punishes

Most effective when combined withreinforcement for desired behavior


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Social Learning Theory

or observation learningAlbert Bandura

http://www.youtube.com/watch?v=Dz_8RoyNs60


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Social learning theory focuses on the learning thatoccurs within a social context.

Learning occurs thru modeling, observation by

which behavior is initiated, regulate and sustainbehavior

It considers that people learn from one another:

Observes How others Act Acquires Mental picture act with its rewards

&Punishments Role play : Mechanical imitation

Attention, Retention, reproduction and Modelling


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four conditions

1. Attention: person must firstpay attentionto the model. 2. Retention: the observer must be able to rememberthe

behavior that has been observed. One way of increasing this isusing the technique of rehearsal.

3. Motor reproduction: Ability to replicatethe behavior. This

means that the observer has to be able to replicate the action,which could be a problem with a learner who is not readydevelopmentally. For example, little childrenhave difficultydoing complex physical motion.

4. Motivation: the final necessary ingredient for modeling to

occur is motivation, learners must want to demonstratewhatthey have learned. since these four conditions vary amongindividuals, different people will reproduce the same behaviordifferently.


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1. learning through observationand the actual imitationofwhat has been learned. 2. Attentionis a critical factor in learning. 3. Expectations: As a result of being reinforced, people form

expectations about the consequencesthat future behaviors

are likely to bring. They expect certain behaviors to bringreinforcements and others to bring punishment.

4. Reciprocal causation: three variables, the person, thebehavior, and the environment can have an influence on eachother.

5. Modeling: There are different typesof models. live model, and actual person demonstrating the behavior.

symbolic model, which can be a person or action portrayed insome other medium, , such as television, videotape, computerprograms


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Social learning

Factors in the development of self efficacy: Self Efficacy: Belief in ones capabilities to organize and

execute any course of action. Previous successes and failures Messages received from others successes and failures of others

Joyof activities: individuals typically chooseactivities they feel they will be successful in doing.

Effortandpersistence: individuals will tend to putmore effort end activities and behaviors theyconsider to be successful in achieving.

Learning and achievement: students with high self-

efficacy tend to be better students and achieve more.


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Social learning

Teachers and parents must model appropriatebehaviorsand take care that they do not modelinappropriate behaviors.

Teachers should exposestudents to avarietyofother models.

Students must believethat they are capableof

accomplishing school tasks. Thus it is very important to develop a sense of

self-efficacyfor students.


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Cognitive Development

Jean Piaget


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Piaget believed that cognitivedevelopment occurs through a sequenceof successive qualitative changes in

cognitive structures.



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Cognitive DevelopmentPiagets Four Stages:

Sensorimotor Stage (birth - 2 yrs): actions become more intentional and integrated into

patterns, there is an increased awareness of self andsurroundings.

Preoperational Thought Stage (2 - 7yrs): development of language and conceptual thought

occurs.

Concrete Operations Stage (7-11yrs): increased ability to apply logical thought to concrete

problems, thinking is still primarily related toimmediate experience.

Formal Operations Stage (11yrs on): ability to apply logic to a variety of problems; higher

order thinking occurs.


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Instructional Implications:

1. There should be plenty of opportunity forassimilation and accommodation in order forstudents to proceed from one stage to the next.

2. The richer the experience, the more elaboratethe cognitive structure development.

3. Materials and activities should be geared forthe appropriate level of cognitive development.


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The restaurant will run television advertsshowing all the delicious food available, and willfinish with an image of the restaurant logo.

You have a meal at a fast food restaurant thatcauses food poisoning. The next time you see asign for that restaurant, you feel nauseous

You eat a new food and then get sick because ofthe flu. However, you develop a dislike for thefood and feel nauseated whenever you smell it.


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Your close friend always uses the sameshampoo. Soon, the smell of that shampoomakes you feel happy.

The nurse says Now this wont hurt a bit justbefore stabbing you with a needle. The nexttime you hear This wont hurt you cringe in

fear. The person of your dreams uses certain brand

of fragrant , the moment you come across such

fragrance, you begin to see the person of your


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The door to your house squeaks loudly whenyou open it. Soon, your dog begins wagging itstail when the door squeaks.


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Your father gives you a credit card at the end ofyour first year in college because you did so well.As a result, your grades continue to get better in

your second year.

learning mba 2014

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