Behavioristic theoretical process of learning according to Ivan Pavlov and John Watson
Attributed learning to association or connection between stimulus and response (S-R)
(connectionist theories)
B.F. Skinner
- Gives more attention to the role that consequences play in learning , or the response stimulus connection (R-S)
- behavior was a function of consequences
- Human behavior affects or operates on the environment to achieve a certain outcome
Connectionist theories of learning
S-R : Deals with classical, or respondent, conditioning
R-S: Deals with instrumental, or operant conditioning
Classical conditioning
. Pavlov’s dog experiment
. A change in the stimulus (unconditioned stimulus to conditioned stimulus) will elicit a particular response
. The strength and frequency of classically conditioned behavior are determined mainly by the frequency of the eliciting stimulus (the environment event precedes the behavior)
. The unconditioned stimulus, serving as a reward, is presented every time
Operant conditioning
- is concerned primarily with learning that occurs as a consequence of behavior, or R-S.
. The stimulus situation serves as a cue for a person to emit the response
. It does not elicit a response but serves as a cue for a person to emit the response
. The critical aspect of operant conditioning is what happens as a consequence of a response
. The strength and frequency of operantly conditioned behaviors are determined mainly by the consequences (the environment event that follows the behavior).
. The reward is present only if the organism gives the correct response
. The organism must operate on the environment in order to receive a reward
. The response is instrumental in obtaining the reward
. Has a much greater impact on human learning than classical conditioning
Edward Tolman cognitive theoretical process of learning
. Cognitive learning consists of a relationship between cognitive environmental cues and expectation.
. One of the first to extensively use the now-famous white rat in psychological experiments
. S-S (stimulus-stimulus)
S-S (stimulus-stimulus)
Learning the association between the cue and expectancy
Wolfgang Kohler
Used chimps presented with a problem of obtaining an out of reach suspended banana
Bertrand Russell
There are two ways of learning, one by experience, and the other by “insight”
Social/Social cognitive
Social learning
Social cognition
Modeling Processes
Self Efficacy
Social learning
. More to learning than direct learning via antecedent stimuli and contingent consequences
. Learning can take place via vicarious, or modeling, and self-control processes
Social cognition
. Symbolizing . Forethought . Vicarious/modeling learning . Self-regulation . Self reflection
Modeling Processes
Involves observational learning
Bandura - Modeling Processes
Learning takes place in two steps
. The person observes how others act and then acquires a mental picture of the act and its consequences (rewards and punishments)
. The person acts out the acquired image, and if the consequences are positive, he or she will tend to do it again. If the consequences are negative, the person will tend not to do it again
Bandura - Self-efficacy
“Beliefs in one’s capabilities to organize and execute the courses of action required to produce given attainments
Law of Effect - Edward Thorndike
Of several responses made to the same situation, those which are accompanied or closely followed by satisfaction (reinforcement) will be more likely to recur; those which are accompanied or closely followed by discomfort (punishment) will be less likely to occur
Law of Effect - Third law
If the behavior is followed by no consequence (neither positive nor a negative contingent consequence) the behavior will extinguish over time
Critique of Reinforcement Theory - Deci and Ryan
External consequences (rewards) have a negative impact on intrinsically motivated behavior dealing with task persistence and creativity
Critique of Reinforcement Theory
- found some rewards may have a detrimental effect, but an equal number found no effect or a positive effect. Conclusion was:
. Detrimental effects of rewards occur under highly restricted, easily avoidable conditions
. Mechanisms of classical and operant conditioning are basic for understanding incremental and detrimental effects of reward on task motivation
. Positive effects of rewards on performance are easily attainable using procedure derived from behavioral theory
Alfie Kohn - largely unsupported statement
The bottom line is that any approach that offers a reward for better performance is destined to be ineffective
Positive reinforcers
. Strengthens and increases behavior by the presentation of a desirable consequence
. Represents a form of positive control of behavior
Reinforcement
Anything that both increases the strength and tends to induce repetitions of the behavior that preceded the reinforcement
Reward
Something that the person who presents it deems to be desirable
Negative reinforcers
. Strengthens and increases behavior by the threat of the use of an undesirable consequence or the termination or withdrawal of an undesirable consequence
. Represents a form of negative control of behavior
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Chapter 13 - Effective Leadership Processes46
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Chapter 14 - Great Leaders - An Evidence-Based Approach54
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Chapter 11 - Groups and Teams61
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Chapter 12 - Behavioral Performance Management41
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Chapter 9 - Stress and Conflict75
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Chapter 10 - Power and Politics73
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Chapter 7 - Positive Organizational Behavior and Psychological Capital44
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Chapter 8 - Communication and Decision Making43
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Chapter 6: Motivational Needs, Processes, and Applications66
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Chapter 5: Personality, Perception, and Employee Attitudes52
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Chapter 4: Organizational Context: Reward Systems36
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Chapter 3: Organizational Context: Design and Culture33
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Chapter 2: Environmental Context: Globalization, Diversity, and Ethics32
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Chapter 1: Introduction to Organizational Behavior49
