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TOPIC: COMPONENTS AND DETERMINANTS OF

LEARNING AND PRINCIPLES OF


REINFORCEMENT

GROUP MEMBERS:
KHADHEEJA NEHLA. V.P
ANJANA. K
NASNA NASEER
GROUP NUMBER: 3
INTRODUCTION

• Learning is the process of acquiring new, or modifying


existing knowledge, behaviours, skills, values or
preferences.

• Learning is an important psychological process that


determines human behaviour.
• The behavioural change must be relatively permanent.
Any temporary change in behaviour is not a part of
learning.
COMPONENTS OF LEARNING

• The components of learning process are: DRIVE, CUE


STIMULI, RESPONSE, REINFORCEMENT AND
RETENTION
Drive
Drives basically of two types- primary( or physiological);
and secondary (or psychological). These two categories of
drives often interact with each other. To predict a behaviour ,it
is necessary to establish which drives are stimulating the most.
 Cue stimuli

There may be two types of stimuli with respect in


terms of response concerned: stimulus generalization
and stimulus discrimination.
• Generalization
The principle of generalization has important
implications for human learning. Because of generalization, a
person does not have to completely relearn each of the new
tasks.
• Discrimination
Discriminations has wide applications in
organizational behaviour. For example: a supervisor can
discriminate between two equally high producing workers, one
with low quality and other with high quality.
Responses
Responses may be in the physical form or may be in
terms of attitudes, familiarity, perception or other complex
phenomena. In the above example, the supervisor
discriminates between the worker producing low quality
products and the worker producing high quality products, and
positively responds only to the quality conscious worker.
Reinforcement

It is a fundamental condition of learning. Without


reinforcement, no measurable modification of behaviour takes place.

Retention

The stability of learned behaviour over time is defined as


retention and its contrary is known as forgetting. Some of the learning
is retained over a period of time while others may be forgotten.
DETERMINANTS OF LEARNING

• Motive: Motives also called drives, prompt people to action. They


are primary energisers of behaviour. They are the ways of
behaviour and mainspring of action. They are largely subjective
and represent the mental feelings of human beings. They are
cognitive variables. They arise continuously and determine the
general direction of an individual's behaviour without motive
learning cannot occur. 
 
• Stimuli: Stimuli are objects that exist in the environment in which a
person lives. Stimuli increase the probability of eliciting a specific
response from a person.
• Generalisation: The principle of generalisation has important implications
for human learning. Generalisation takes place when the similar new stimuli
repeat in the environment. When two stimuli are exactly alike, they will
have probability of eliciting specific response. It makes possible for a
manager to predict human behaviour when stimuli are exactly alike.
•Discrimination: What is not generalisation is discrimination. In case of
discrimination, responses vary to different stimuli. For example an MBA student
may learn to respond to video teaching but not to the oral lecturing by his
professor.
 
•Responses: The stimulus results in responses - be these in the physical
form or in terms of attitudes or perception or in other phenomena.
However, the responses need to be operationally defined and preferably
physically observable.
 
 
• Reinforcement: Reinforcement is a fundamental
conditioning of learning. Reinforcement can be defined
as anything that both increases the strength of response
and tends to induce repetitions of behaviour that
preceded the reinforcement. No measurable modification
of behaviour can take place without reinforcement.
 
• Retention: Retention means remembrance of learned
behaviour overtime. Converse is forgetting. Learning
which is forgotten over time is called "extinction". When
the response strength returns after extinction without
only intervening reinforcement it is called "spontaneous
recovery".
PRINCIPLES OF REINFORCEMENT

Reinforcement theory is a psychological principle maintaining that behaviors are shaped by

their consequences and that accordingly, individual behaviors can be changed through

rewards and punishments. Reinforcement theory commonly applied in Business and IT in

areas including Business Management, Human resources management(HRM), Marketing,

Social media, Website and user experience (UX)Design and end-user training.
• Positive reinforcement involves the use of rewards to reinforce behaviors. Negative

reinforcement involves the removal of aversive stimuli to reinforce the target behavior. The use

– and perhaps the ineffectiveness -- of negative reinforcement is illustrated by the common

HR-related job., “The beatings will continue until morale improves.”


PRINCIPLES OF REINFORCEMENT IN LEARNING

1.Negative reinforcement
2.Extinction
3.Punishment
4.Positive Reinforcement
POSITIVE REINFORCEMENT
A positive reinforcement is a reward for a desired
behavior. The reward should be sufficiently powerful
and durable so that it increases the probability of
occurrence of desirable behavior. Positive reinforcement
results from the application of a positive consequence
following a desirable behavior.
For example
i. Bonuses paid at the end of a successful business year are an
example of positive reinforcement
ii. Employees will work hard for a raise or a promotion
iii.Salesmen will increase their efforts to get rewards and
bonuses
iv. Students will study to get good grades and
v. Children will throw temper tantrums to get candy or ice
creams.
NEGATIVE REINFORCEMENT

Negative reinforcement also known as "escape


conditioning" or "avoidance learning" it is also a method of
strengthening desired behavior. Negative reinforcement
results from with holding a threatened negative consequence
when a desired behavior occurs.
For example students study hard, write term papers and do
their homework on time to avoid the consequences of failure
in the examination.
• Just as people engage in behaviors in order to get positive
reinforces, they also engage in behaviors to avoid or
escape unpleasant conditions. Terminating an unpleasant
stimulus in order to strengthen or increase the probability
of a response is called negative reinforcement. If people
find that a response successfully ends an aversive
condition, they are likely to repeat it. For example,
Heroin addicts will do almost anything to obtain heroin to
terminate their painful withdrawal symptoms.
• Responses that end discomfort and those that are followed by
rewards are likely to be strengthened or repeated because
both lead to a more desirable outcome. Some behavior is
influenced by a combination of positive and negative
reinforcement. For example, if you eat a plateful of rather
disgusting leftovers to relieve intense hunger then you are
eating solely to remove hunger, a negative re inforcer. But if
your hunger is relieved by dinner at a fine restaurant, both
positive and negative reinforcement will have played a role.
Extinction
(with holding rein forcers) - We have seen that responses
followed by reinforcers tend to be repeated and that responses
no longer followed by reinforcers will occur less and less
frequently and eventually die out. In humans, extinction can
lead to frustration or even rage. Consider a child having a
temper tantrum. If whining and loud demands do not bring the
reinforcer, the child may progress to kicking and screaming. It
is what we expect and don't get that makes us angry.
Punishment
Punishment is the opposite of reinforcement. Punishment tends
to lower the probability of a response by following it with an
aversive or unpleasant consequence. And punishment can be
accomplished either adding an unpleasant stimulus or
removing a pleasant stimulus.
The added unpleasant stimulus might take the form of
criticism, a scolding, a disapproving 244 Principles of
Management and Organizational Behavior look, a fine, or a
prison sentence. The removal of a pleasant stimulus might
consist of with holding affection and attention, suspending a
driver's license, or taking away a privilege such as watching
television.
We often confuse negative reinforcement and
punishment. Unlike punishment, negative reinforcement
increases the probability of a desired response by
removing an unpleasant stimulus when the correct
response is made.
FOUR MAIN PRINCIPLES OF
REINFORCEMENT

1. Social reinforcement

2. Escape

3. Object

4. Sensory reinforcements
• social reinforcement. Social reinforcement can be
classified as attention, physical proximity, physical contact,
and praise. (Cooper, Heron & Heward, 2007) This type of
reinforcement can be a very powerful tool for changing or
maintaining a behavior. This type of reinforcement can be
from both adults, as well, as children, even familiar
individuals, as well as, strangers.
• The second principle of reinforcement is escape. Often
referred to as escape from tasks or demands, a person seeks
this form of reinforcement to get out of an event that is
aversive to them.
• The third principle is that of object. Object
reinforcement can be classified as access to preferred
tangible items such as toys, stickers, or personal
materials, as well as, access to edible objects such as
candy, chips, or other preferred foods. This type of
reinforcement is very powerful and can be faded in
order to promote generalization; however, this type of
reinforcement can also cause reinforcement dependency.
• The last principle is that of sensory reinforcement.
This type of reinforcement refers to tactile, vibrations,
flashing lights, smells, and sounds, in order to provide
stimulation of the senses. (Cooper, Heron & Heward,
2007) This can also be a very effective form of
reinforcement especially for children with autism.
• When using the principles of reinforcement one must be
careful to use them appropriately or else one can see the
wrong behavior change. For example, John dislikes his
schoolwork and frequently tantrums when he is told to work.
His father decided to reinforce him with ice cream for
completing his homework. Whenever he tantrums his father
walks away and gives John a five-minute break. Now, John
engages in a tantrum every time his father walks back up to
him and is not accessing any ice cream. The problem with
this scenario is that John is seeking escape as reinforcement.
His father is also allowing him to escape, which is increasing
his frequency.
THANK YOU

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