The document discusses learning and important theories of learning. It defines learning as a relatively permanent change in behavior resulting from experience. It then explains four major theories of learning: (1) classical and operant conditioning theories based on Pavlov and Skinner's experiments, (2) social learning theory which involves both observation and direct experience, and (3) cognitive theory which views learning through understanding thought processes and decision making. The document provides details on the key aspects and examples for each theory.

1. Learning
ASSIGNMENT 3
Learning
Organization Behavior
Dr. D. Gopala Krishna
TITLE: A Study on Pragmatic Approaches and
Quality Initiatives for Enhancing Teachers’ Caliber
in
Post Graduate Institutes offering MBA Programme
under Bangalore University
Under the Guidance of
Dr. T.V. Raju
Director, RV Institute of Management, Bangalore
CANARA BANK SCHOOL OF MANAGEMENT STUDIES
BANGALORE UNIVERSITY
SUBMITTED BY
Shivananda R Koteshwar
PhD Research Scholar, 2013, REG# 350051
Shivananda
R
Koteshwar,
PhD
Research
Scholar,
Bangalore
University

2. Learning
1. Define Learning
Learning is relatively permanent change in behavior that occurs as a result of
experience.
Components of learning
• Learning involves change. Change may be good or bad.
• Change must become ingrained. Immediate changes may be only
reflexive or as a result of fatigue (or a sudden burst of energy) and thus
may not represent learning
• Some form of experience is necessary for learning. Experience can be
obtained either by observation or practice or it may be acquired indirectly,
as through reading
2. Explain important theories of learning
Several theories have been offered to explain the process of learning by which we
acquire patterns of behavior. These are:
1) Conditioning Theory
i. Classical Conditioning (Pavlov Experiment)
ii. Operant Conditioning (Skinner Experiment)
2) Social Learning Theory
3) Cognitive Theory (Edward Tolman)
Conditioning Theory: Classical Conditioning:
Learning a conditioned response involves building up an association between a
conditioned stimulus and an unconditional stimulus. When the stimuli, one
compelling and other one neutral, are paired, the neutral one becomes a
conditioned stimulus and hence takes on the properties of the unconditioned
stimulus. This is more applicable incase of reflexive or unlearned behavior.
Classical conditioning can be used to explain why Christmas carols often bring
back pleasant memories of childhood; the songs are associated with the festive
holiday spirit and evoke fond memories and feelings of euphoria.
Pavlov Experiment:
• When Pavlov presented the dog with a piece of meat, the dog exhibited an
increase in salivation
• When Pavlov withheld the presentation of the meat and merely rang a bell,
the dog didn’t salivate
• Pavlov linked the presentation of meat and the ringing of the bell. The dog
salivated
• After repeatedly hearing the bell before getting the food, the dog began to
salivate as soon as the bell rang
• After a while, the dog would salivate merely at the sound of the bell even if
no food was offered
• Meat is the unconditional stimulus. Increase in salivation is unconditioned
response. Bell was artificial stimulus and a conditional stimulus (originally
neutral). Conditioned response is salivation with bell only (no meat)
Conditioning Theory: Operant Conditioning
Shivananda
R
Koteshwar,
PhD
Research
Scholar,
Bangalore
University

3. Learning
Operant conditioning argues that behavior is a function of its consequences.
Operant behavior means voluntary or learned behavior in contrast to reflexive or
unlearned behavior. The tendency to repeat such behavior is influenced by the
reinforcement or lack of reinforcement brought about by the consequences of the
behavior. Reinforcement strengthens the behavior and increases the likelihood that
it will be repeated.
Skinner Experiment:
• People will most likely engage in desired behavior if they are positively
reinforced or rewarded for doing so and that behavior that is not rewarded
or punished, is less likely to be repeated
• People learn to associate stimulus and response but their conscious
awareness of this association is irrelevant
Stimulus
Desirability
Name of
Presented or of Stimulus
contingency
Withdrawn
Presented
Pleasant
Positive
Reinforcement
Strength of
Response
Increases
Presented
Unpleasant
Punishment
Decreases
Withdrawn
Pleasant
Extinction
Decreases
Withdrawn
Unpleasant
Negative
reinforcement
Increases
Example
Praise from a superior
encourages continuing
the praised behavior
Criticism
from
a
superior discourages
enacting
the
punishment behavior
Failing to praise a
helpful act reduces the
odds of helping in the
future
Future criticism is
avoided by doing
whatever the superior
wants
Social Learning Theory
Learning through both observation and direct experience is called social learning
theory. Individuals can also learn by observing what happens to other people and
just by being told about something, as well as by direct experiences. Much of what
we have learned comes from watching models – parents, teachers, peers, motion
picture and television performers., bosses, and so forth.
Social learning is an extension of Operant Learning. It not only assumes that
behavior is a function of consequences, it also acknowledges the existence of
observational learning and the important of perception in learning. People respond
to how they perceive and define consequences, not to the objective consequences
themselves. Four processes determine the influence that a model will have on an
individual:
1) Attentional Processes
2) Retention Processes
3) Motor reproduction Processes
4) Reinforcement Processes
Shivananda
R
Koteshwar,
PhD
Research
Scholar,
Bangalore
University

4. Learning
Cognitive Theory
Cognitive theory is a learning theory of psychology that attempts to explain human
behavior by understanding the thought processes. The assumption is that humans
are logical beings that make the choices that make the most sense to them
The steps in this are:
1) Receiving
2) Memorizing
3) Perceiving
4) Interpreting
Shivananda
R
Koteshwar,
PhD
Research
Scholar,
Bangalore
University