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ماو Behave. Daversty of مهب ,3000 ما6
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efinition of Learning
A relatively permanent change in behavior
(or behavior tendency) that occurs as a
result of a person’s interaction with the
environment.
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heories of Learning
* Law of effect
° Edward Thorndike
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John Watson (1878-1958)
ounder of behaviorism
* Published Psychology from the
Standpoint of a Behaviorist in 1919
* Pavlovian and instrumental
conditioning can explain much, if nd
all, behavior.
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eories of Learning
Classical Conditioning
A type of conditioning in which an individual
responds to some stimulus that would not
ordinarily produce such a response.
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heories of Learning
7 Theories Conditioning)
Eteatrle gic
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Theories of Learning
(cont’d)
Operant Conditioning
A type of conditioning in which desired voluntary
behavior leads to a reward or prevents a
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Theories of Learning
(cont'd)
Social-Learning Theory
People can learn through observation and
direct experience.
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تا وه اه مود 6۳01 0 م6
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he Bobo Doll Study
* Albert Bandura’s Bobo doll study in 1961 was a
classic study that demonstrates the social learning
theory. The study showed that after viewing adults
strike and kick a Bobo doll, children would imitate
the behavior in another environment. This was
important, as it suggests that the violence could
be imitated by viewers.
* Results showed 88% of the children imitated
aggressive behavior following the viewing of the
tape of adults acting aggressively toward the doll.
* 8 months later 40% of the same children
reproduced, the, violent hehavjor observed in the
Bobo doll experiment.
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Shaping Behavior:
A Managerial Tool
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.
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1edules 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.
ixe -Interval Schedule: Rewards are spaced
at uniform time intervals.
Variable-Interval Schedule: Rewards are
initiated after a fixed or constant number of
responses.
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Schedules of Reinforcement
(cont’d)
Effect on Behavior
Fast learning of new behavior
but rapid extinction
Average and irregular perfor-
mance with rapid extinction
Moderately high and stable
performance with slow
extinction
High and stable performance
attained quickly but also with
rapid extinction
Very high performance with
slow extinction
Nature of
Reinforcement
Reward given after each
desired behavior
Reward guven at fixed time
intervals
Reward given at variable times
Reward given at fixed amounts
of output
Reward given at avariable
amounts of output
Reinforcement
Scheduled
Continuous
Fixed-interval
Variable-interval
مسج
Variable-ratio
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ntermittent Schedules
of Reinforcement
Fixed-interval schedule: Employee's receipt of a weekly paycheck
OV ANAY. ا
Week. 123 4 5 6 7 8 9 1011 12 13 14 15
Reinforcer (W’) is the receipt of a paycheck
Variable-interval schedule: Pop quizzes in a classroom
Nae مت
Class 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Reinforcer (W) is the added points received for being in class on a quiz day
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ermittent Schedules of
einforcement (cont’d)
Fixed-ratio schedule: Piece-rate plan for zipper installers
v ۲ ۲ ۲ ۲ ۲ ۲
Zippers 12 24 36 48 60 72 84
installed
Reinforcer (WW) is the earning of $5.00
Variable-ratio schedule: Commissioned salespeople
۲ ۲ ۲ ۴ ۲
۳
بم t بر
Numberof 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
sales calls
Reinforcer (W) is the making of a sale
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A-B-Cs of Behavior
Modification
Consequences
What happens
After behavior
عام
Employee
1220005
attendance
bonus
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Behavior Modification
*Step 1: Identify Target behavior
*Step 2: Functionally Analyze the Situation
*Step 3: Arrange Antecedents and Provide
Consequences
*Step 4: Evaluate Results
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arning through Feedback
Any information about consequences of our
behavior
Clarifies role perceptions
Corrective feedback improves ability
Positive feedback motivates future behavior
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Multi-Source (360 Degree)
Feedback
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Specific
SOI eile NN hatch
Feedback
Credible
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ing Constructive Feedback
. Be descriptive.
. Don't use labels. ۳ =
. Don’t exaggerate. |
. Don’t be judgmental.
. Restrict your feedback to
things you know for certain.
جم زم دن كر انع
] @. ODM. Orertzatord Behavior. Daversiy oP Pekeras.
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Other Key Terms
۰ SelfManagement
* Learning Through Experience
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