This document provides an overview of operant conditioning and its applications in daily life. It discusses how operant conditioning can be used to motivate students and employees. For students, techniques like token economies and positive reinforcement through preferred activities can increase desired behaviors. For employees, establishing reward systems, positive reinforcement, and understanding individual motivators can improve performance. The document also covers learned helplessness and how past experiences of being unable to control outcomes can lead to feelings of helplessness. Advertising is discussed as an application of operant conditioning by implying consumers will be rewarded if they use advertised products.
This document discusses operant conditioning and how it influences learning and behavior. It defines operant conditioning as a method of learning through reinforcement and punishment. Behaviors are strengthened when followed by positive reinforcement or escape from negative reinforcement, and weakened when followed by punishment. The document uses B.F. Skinner's experiments with rats in a Skinner Box as a classic example of how operant conditioning shapes behavior through variable schedules of reinforcement and punishment.
This document discusses classical and operant conditioning and their implications for marketing. Classical conditioning links a neutral stimulus to an unconditioned stimulus to elicit a response through repeated pairing, like Pavlov's dogs learning to salivate to a bell. Operant conditioning proposes that behaviors are shaped by their consequences, with reinforcers increasing a behavior and punishments decreasing it. Marketers aim to associate products with positive emotions through classical conditioning and influence purchasing behaviors as operant conditioning by providing incentives and rewards to customers.
Classical conditioning involves associating stimuli to form automatic responses, while operant conditioning associates behaviors with consequences; B.F. Skinner expanded on Thorndike's law of effect through experiments using operant chambers to study how reinforcement and punishment shape behaviors under schedules like fixed-ratio and variable-interval reinforcement. Operant conditioning principles can be applied in education, sports, and work to modify behaviors through consequences.
Operant conditioning is a method of learning through which organisms learn to repeat behaviors that yield positive outcomes or allow them to avoid negative outcomes. It involves reinforcing behaviors through consequences like rewards or punishments. B.F. Skinner identified the principles of operant conditioning and studied its effects using a Skinner Box, where he taught rats to perform behaviors like lever pressing through positive and negative reinforcement schedules. Operant conditioning uses techniques like shaping, chaining, and reinforcement schedules to modify behaviors. It has applications in areas like computer-assisted instruction and biofeedback.
B.F. Skinner developed the theory of operant conditioning based on Edward Thorndike's law of effect. Operant conditioning is a learning process where voluntary behaviors are strengthened if followed by reinforcement or weakened if followed by punishment. Skinner used operant chambers to study how animals learn through consequences. Different reinforcement schedules, like continuous or partial reinforcement, produce different learning and performance rates. Accidental reinforcement can also cause superstitious behaviors. Punishment should only be used under certain circumstances. Operant conditioning principles can be applied to areas like education, work, and parenting.
Behaviourism was a psychological theory that viewed learning as the formation of associations between stimuli and responses through conditioning. It focused on objectively observable and measurable behaviors rather than internal mental states. Famous behaviourist psychologists included Ivan Pavlov, who conditioned dogs to salivate to a bell, and B.F. Skinner, who used operant conditioning with rats and pigeons in his "Skinner box". Behaviourism influenced education by emphasizing active engagement, immediate reinforcement or punishment of responses, and programmed instruction manuals. However, it was criticized for being too mechanical and ignoring individual differences and meaning.
This document discusses operant conditioning and how it influences learning and behavior. It defines operant conditioning as a method of learning through reinforcement and punishment. Behaviors are strengthened when followed by positive reinforcement or escape from negative reinforcement, and weakened when followed by punishment. The document uses B.F. Skinner's experiments with rats in a Skinner Box as a classic example of how operant conditioning shapes behavior through variable schedules of reinforcement and punishment.
This document discusses classical and operant conditioning and their implications for marketing. Classical conditioning links a neutral stimulus to an unconditioned stimulus to elicit a response through repeated pairing, like Pavlov's dogs learning to salivate to a bell. Operant conditioning proposes that behaviors are shaped by their consequences, with reinforcers increasing a behavior and punishments decreasing it. Marketers aim to associate products with positive emotions through classical conditioning and influence purchasing behaviors as operant conditioning by providing incentives and rewards to customers.
Classical conditioning involves associating stimuli to form automatic responses, while operant conditioning associates behaviors with consequences; B.F. Skinner expanded on Thorndike's law of effect through experiments using operant chambers to study how reinforcement and punishment shape behaviors under schedules like fixed-ratio and variable-interval reinforcement. Operant conditioning principles can be applied in education, sports, and work to modify behaviors through consequences.
Operant conditioning is a method of learning through which organisms learn to repeat behaviors that yield positive outcomes or allow them to avoid negative outcomes. It involves reinforcing behaviors through consequences like rewards or punishments. B.F. Skinner identified the principles of operant conditioning and studied its effects using a Skinner Box, where he taught rats to perform behaviors like lever pressing through positive and negative reinforcement schedules. Operant conditioning uses techniques like shaping, chaining, and reinforcement schedules to modify behaviors. It has applications in areas like computer-assisted instruction and biofeedback.
B.F. Skinner developed the theory of operant conditioning based on Edward Thorndike's law of effect. Operant conditioning is a learning process where voluntary behaviors are strengthened if followed by reinforcement or weakened if followed by punishment. Skinner used operant chambers to study how animals learn through consequences. Different reinforcement schedules, like continuous or partial reinforcement, produce different learning and performance rates. Accidental reinforcement can also cause superstitious behaviors. Punishment should only be used under certain circumstances. Operant conditioning principles can be applied to areas like education, work, and parenting.
Behaviourism was a psychological theory that viewed learning as the formation of associations between stimuli and responses through conditioning. It focused on objectively observable and measurable behaviors rather than internal mental states. Famous behaviourist psychologists included Ivan Pavlov, who conditioned dogs to salivate to a bell, and B.F. Skinner, who used operant conditioning with rats and pigeons in his "Skinner box". Behaviourism influenced education by emphasizing active engagement, immediate reinforcement or punishment of responses, and programmed instruction manuals. However, it was criticized for being too mechanical and ignoring individual differences and meaning.
Burrhus Frederic Skinner was an influential American psychologist who developed the theory of operant conditioning. Operant conditioning states that behavior is learned through reinforcement and consequences from past experiences. There are key principles of operant conditioning: behaviors followed by rewarding consequences like rewards or removal of negative stimuli will likely be repeated, while behaviors followed by negative consequences like punishment or removal of rewards will likely not be repeated. Behavior modification applies these principles of reinforcement to strengthen desired behaviors.
1. Classical conditioning theories by Pavlov and Watson are discussed. Pavlov's dog experiment showed that a neutral stimulus paired with an unconditioned stimulus can elicit a conditioned response.
2. Watson's experiment on "Little Albert" demonstrated emotional conditioning by pairing a white mouse with a loud noise, causing the child to fear the mouse.
3. Implications for teaching include using positive reinforcement to condition desirable behaviors and relating concepts systematically to help students learn and generalize skills.
Cognitivist theories of learning focus on how individuals process and organize new information. Key theorists discussed include Piaget, Vygotsky, and Bruner. Piaget believed children learn through active experimentation and developing schemas. He outlined four stages of cognitive development. Vygotsky emphasized social learning and the zone of proximal development. Bruner viewed learning as an active process where learners construct new ideas. He proposed a spiral curriculum where topics are revisited at increasing levels of complexity. Cognitivism shaped education by emphasizing student-centered, discovery-based approaches and the teacher as a facilitator.
Positive Reinforcement and Negative Reinforcement.pptxMarryiamKhan
Positive and negative reinforcement can motivate student learning. Positive reinforcement uses rewards to increase desired behaviors, like praising students for good work. It involves three phases - targeting issues, private discussions of problems, and irregular rewards. Negative reinforcement strengthens behaviors by removing undesired stimuli, like being lenient at first and then stricter if mistakes continue. Both techniques can motivate students if used properly, but punishment should be avoided. Maintaining a balance of positive and negative reinforcement without harsh criticism best encourages academic excellence.
This document provides information on the psychodynamic approach to explaining gender development. It outlines the five psychosexual stages from Freud's theory: oral, anal, phallic, latency, and genital. Key concepts discussed are the Oedipus complex, where boys develop desire for their mother; and Electra complex, where girls develop desire for their father. Gender identity formation occurs in the phallic stage through relationships with parents. The document also provides lesson objectives on explaining the psychodynamic approach to gender development and outlining the role of the Oedipus, Electra, and identification in development.
Self-perception theory was proposed by Daryl Bem in the 1960s as an alternative to cognitive dissonance theory. It asserts that people develop attitudes by observing their own behavior and the context/environmental factors surrounding it. If a behavior is performed in an environment with strong cues, it implies the behavior was not due to internal attitudes. If performed with weak cues, it implies attitudes drove the behavior. The theory has been applied to areas like psychology, marketing, and medicine. While it challenged cognitive dissonance theory initially, most experts now believe elements of both theories can explain attitude formation.
The document discusses operant conditioning, which is a theory of learning developed by B.F. Skinner. It states that operant conditioning occurs when behaviors are reinforced or punished, which then increases or decreases the likelihood of those behaviors reoccurring. Specifically, it discusses how Skinner used positive reinforcement by giving rats food for pressing a lever, and negative reinforcement by stopping an electric shock for rats when they pressed a lever. The document then provides examples of how positive reinforcement, negative reinforcement, and punishment can be applied to behaviors.
Reinforcement is anything that increases the likelihood of a response occurring again. There are four main types of reinforcement: primary, secondary, positive, and negative. Primary reinforcement satisfies biological needs, like food or water, while secondary reinforcement becomes rewarding through association with primary rewards, like money. Positive reinforcement increases behaviors by rewarding them, like praising a child for doing homework. Negative reinforcement reduces behaviors by removing an unpleasant stimulus when a behavior occurs, like studying to reduce worry about a test.
Learning can be defined as a relatively permanent change in behavior or mental state arising from experience. Classical conditioning involves learning associations between stimuli through repeated pairing, such as Pavlov's dogs learning to salivate to a bell. Operant conditioning is a form of learning where behaviors are reinforced or punished to increase or decrease the likelihood of reoccurrence. Reinforcers that immediately follow a behavior are most effective at shaping learning. Cognitive factors like latent learning and observational learning also influence the learning process.
A functional behavioral assessment involves identifying factors associated with problem behaviors through descriptive and observational assessments. This develops a hypothesis about the function or purpose of the behavior. A functional analysis then tests this hypothesis by systematically arranging antecedents and consequences to determine what maintains the behavior. It involves conditions to assess the effects of attention, escape from demands, alone, and a control condition. The results clarify the function and inform the development of a behavior intervention plan.
Lawrence Kohlberg developed a theory of six stages of moral development divided into three levels - pre-conventional, conventional, and post-conventional. At the pre-conventional level, reasoning is based on self-interest and consequences. The conventional level involves maintaining social norms and respecting authority. The post-conventional level involves reasoning from universal ethical principles regardless of group loyalty. Kohlberg believed people progress sequentially through these stages as they encounter cognitive dilemmas.
Albert bandura; Social Learning Theory (psychology topic)rehm dc
- Albert Bandura was born in 1925 in Alberta, Canada. He became interested in psychology after taking an introductory course in university.
- Bandura is renowned for his social learning theory which emphasizes that people can learn through observation. He conducted the famous Bobo doll experiment which demonstrated children's aggressive behavior can be influenced by adult models.
- Bandura also developed the concept of self-efficacy which refers to one's belief in their ability to succeed in specific situations. He identified mastery experiences, social modeling, social persuasion, and psychological responses as sources of self-efficacy.
B.F. Skinner developed the theory of operant conditioning based on his experiments using reward and punishment schedules with animals. He found that behaviors followed by rewarding consequences tended to be repeated, while behaviors followed by punishing consequences tended to decrease. Key aspects of operant conditioning include reinforcement, which increases behaviors; and punishment, which decreases behaviors. Skinner applied these principles to understanding complex learning in humans.
This slideshow was created with images from the web. I claim no copyright or ownership of any images. If a copyright owner of any image objects to the use in this slideshow, contact me to remove it. This is for a course in Introductory Psychology using Wayne Weiten's "Psychology: Themes and Variations" 8th ed. Published by Cengage. Images from the text are copyrighted by Cengage.
Operant conditioning is a method of learning that uses reinforcement or punishment to increase or decrease certain voluntary behaviors. There are three types of operants: neutral operants which neither increase nor decrease a behavior, reinforcers which increase a behavior through positive or negative reinforcement, and punishers which decrease a behavior. Reinforcers and punishers can be positive or negative depending on if something is presented or removed from the environment in response to the behavior.
Assessment, diagnosis and treatment of childhood mental illessCyndi Brannen
This document discusses children's mental health assessment, diagnosis, and treatment. It covers several key topics: barriers to children receiving mental health services; models of service delivery including the craft and industrial models; the clinical decision-making process involving assessment, diagnosis, and classification; commonly used assessment methods like interviews, behavioral observations, and psychological testing; approaches to treatment including psychodynamic, behavioral, cognitive-behavioral, and biological; and findings on treatment effectiveness. The goal is to understand how to properly assess, diagnose, and treat children's mental health issues.
Observational learning occurs when people learn new behaviors by watching others. Three key studies demonstrated this:
1. Bandura's Bobo doll experiment showed that children who observed an adult acting aggressively towards a Bobo doll were more likely to mimic that aggressive behavior, while children who saw a neutral adult did not.
2. Experiments with animals like hummingbirds found that birds learned to use a new type of feeder faster when able to observe a "tutor" bird using it first.
3. Brain scans show our brains activate in similar ways both when performing an action and when watching someone else perform it, suggesting we mentally rehearse observed behaviors.
Vygotsky Sociocultural Theory & Behaviourism
Genetic Disorders: Cystic Fibrosis, Thalassemia, Down Syndrome, Turner syndrome, Sickle Cell Anemia, Klinefelter’s Syndrome
Child’s Sensation, Perception, Motor Development and Learning
Messy Play benefits child development (cognitive, physical and emotional)
Children need to play in nature, because...What’s your personal needs for friends and peers?
Questions for Guest Speakers - Nutritionist and Early Child Educator
The document defines and provides examples of reinforcement, negative reinforcement, positive reinforcement, punishment, negative punishment, and positive punishment. Reinforcement increases the likelihood a behavior will occur again by adding or removing stimuli. Punishment decreases a behavior by adding or removing stimuli. Examples are given such as using thumbs up/down for reinforcement and taking away toys or threatening spankings for punishment.
The document defines motivation and explains its importance to organizations. It discusses several theories of motivation, including:
- Maslow's hierarchy of needs, which proposes that lower level needs must be met before higher level needs.
- Herzberg's two-factor theory, distinguishing between motivator and hygiene factors.
- Expectancy theory, which suggests people behave based on expected outcomes and their likelihood.
The document emphasizes the role of motivation in maximizing employee performance and achieving organizational goals.
This document discusses various concepts related to consumer learning and behaviorism. It defines learning and discusses elements of consumer learning like motivation, cues, response, and reinforcement. It explains classical and instrumental conditioning theories, including examples. It discusses marketing applications of these learning theories. It also covers elaboration likelihood model, involvement theory, and defines attitudes and discusses models of attitudes. The key topics covered are concepts from consumer psychology related to how consumers learn and form attitudes.
Burrhus Frederic Skinner was an influential American psychologist who developed the theory of operant conditioning. Operant conditioning states that behavior is learned through reinforcement and consequences from past experiences. There are key principles of operant conditioning: behaviors followed by rewarding consequences like rewards or removal of negative stimuli will likely be repeated, while behaviors followed by negative consequences like punishment or removal of rewards will likely not be repeated. Behavior modification applies these principles of reinforcement to strengthen desired behaviors.
1. Classical conditioning theories by Pavlov and Watson are discussed. Pavlov's dog experiment showed that a neutral stimulus paired with an unconditioned stimulus can elicit a conditioned response.
2. Watson's experiment on "Little Albert" demonstrated emotional conditioning by pairing a white mouse with a loud noise, causing the child to fear the mouse.
3. Implications for teaching include using positive reinforcement to condition desirable behaviors and relating concepts systematically to help students learn and generalize skills.
Cognitivist theories of learning focus on how individuals process and organize new information. Key theorists discussed include Piaget, Vygotsky, and Bruner. Piaget believed children learn through active experimentation and developing schemas. He outlined four stages of cognitive development. Vygotsky emphasized social learning and the zone of proximal development. Bruner viewed learning as an active process where learners construct new ideas. He proposed a spiral curriculum where topics are revisited at increasing levels of complexity. Cognitivism shaped education by emphasizing student-centered, discovery-based approaches and the teacher as a facilitator.
Positive Reinforcement and Negative Reinforcement.pptxMarryiamKhan
Positive and negative reinforcement can motivate student learning. Positive reinforcement uses rewards to increase desired behaviors, like praising students for good work. It involves three phases - targeting issues, private discussions of problems, and irregular rewards. Negative reinforcement strengthens behaviors by removing undesired stimuli, like being lenient at first and then stricter if mistakes continue. Both techniques can motivate students if used properly, but punishment should be avoided. Maintaining a balance of positive and negative reinforcement without harsh criticism best encourages academic excellence.
This document provides information on the psychodynamic approach to explaining gender development. It outlines the five psychosexual stages from Freud's theory: oral, anal, phallic, latency, and genital. Key concepts discussed are the Oedipus complex, where boys develop desire for their mother; and Electra complex, where girls develop desire for their father. Gender identity formation occurs in the phallic stage through relationships with parents. The document also provides lesson objectives on explaining the psychodynamic approach to gender development and outlining the role of the Oedipus, Electra, and identification in development.
Self-perception theory was proposed by Daryl Bem in the 1960s as an alternative to cognitive dissonance theory. It asserts that people develop attitudes by observing their own behavior and the context/environmental factors surrounding it. If a behavior is performed in an environment with strong cues, it implies the behavior was not due to internal attitudes. If performed with weak cues, it implies attitudes drove the behavior. The theory has been applied to areas like psychology, marketing, and medicine. While it challenged cognitive dissonance theory initially, most experts now believe elements of both theories can explain attitude formation.
The document discusses operant conditioning, which is a theory of learning developed by B.F. Skinner. It states that operant conditioning occurs when behaviors are reinforced or punished, which then increases or decreases the likelihood of those behaviors reoccurring. Specifically, it discusses how Skinner used positive reinforcement by giving rats food for pressing a lever, and negative reinforcement by stopping an electric shock for rats when they pressed a lever. The document then provides examples of how positive reinforcement, negative reinforcement, and punishment can be applied to behaviors.
Reinforcement is anything that increases the likelihood of a response occurring again. There are four main types of reinforcement: primary, secondary, positive, and negative. Primary reinforcement satisfies biological needs, like food or water, while secondary reinforcement becomes rewarding through association with primary rewards, like money. Positive reinforcement increases behaviors by rewarding them, like praising a child for doing homework. Negative reinforcement reduces behaviors by removing an unpleasant stimulus when a behavior occurs, like studying to reduce worry about a test.
Learning can be defined as a relatively permanent change in behavior or mental state arising from experience. Classical conditioning involves learning associations between stimuli through repeated pairing, such as Pavlov's dogs learning to salivate to a bell. Operant conditioning is a form of learning where behaviors are reinforced or punished to increase or decrease the likelihood of reoccurrence. Reinforcers that immediately follow a behavior are most effective at shaping learning. Cognitive factors like latent learning and observational learning also influence the learning process.
A functional behavioral assessment involves identifying factors associated with problem behaviors through descriptive and observational assessments. This develops a hypothesis about the function or purpose of the behavior. A functional analysis then tests this hypothesis by systematically arranging antecedents and consequences to determine what maintains the behavior. It involves conditions to assess the effects of attention, escape from demands, alone, and a control condition. The results clarify the function and inform the development of a behavior intervention plan.
Lawrence Kohlberg developed a theory of six stages of moral development divided into three levels - pre-conventional, conventional, and post-conventional. At the pre-conventional level, reasoning is based on self-interest and consequences. The conventional level involves maintaining social norms and respecting authority. The post-conventional level involves reasoning from universal ethical principles regardless of group loyalty. Kohlberg believed people progress sequentially through these stages as they encounter cognitive dilemmas.
Albert bandura; Social Learning Theory (psychology topic)rehm dc
- Albert Bandura was born in 1925 in Alberta, Canada. He became interested in psychology after taking an introductory course in university.
- Bandura is renowned for his social learning theory which emphasizes that people can learn through observation. He conducted the famous Bobo doll experiment which demonstrated children's aggressive behavior can be influenced by adult models.
- Bandura also developed the concept of self-efficacy which refers to one's belief in their ability to succeed in specific situations. He identified mastery experiences, social modeling, social persuasion, and psychological responses as sources of self-efficacy.
B.F. Skinner developed the theory of operant conditioning based on his experiments using reward and punishment schedules with animals. He found that behaviors followed by rewarding consequences tended to be repeated, while behaviors followed by punishing consequences tended to decrease. Key aspects of operant conditioning include reinforcement, which increases behaviors; and punishment, which decreases behaviors. Skinner applied these principles to understanding complex learning in humans.
This slideshow was created with images from the web. I claim no copyright or ownership of any images. If a copyright owner of any image objects to the use in this slideshow, contact me to remove it. This is for a course in Introductory Psychology using Wayne Weiten's "Psychology: Themes and Variations" 8th ed. Published by Cengage. Images from the text are copyrighted by Cengage.
Operant conditioning is a method of learning that uses reinforcement or punishment to increase or decrease certain voluntary behaviors. There are three types of operants: neutral operants which neither increase nor decrease a behavior, reinforcers which increase a behavior through positive or negative reinforcement, and punishers which decrease a behavior. Reinforcers and punishers can be positive or negative depending on if something is presented or removed from the environment in response to the behavior.
Assessment, diagnosis and treatment of childhood mental illessCyndi Brannen
This document discusses children's mental health assessment, diagnosis, and treatment. It covers several key topics: barriers to children receiving mental health services; models of service delivery including the craft and industrial models; the clinical decision-making process involving assessment, diagnosis, and classification; commonly used assessment methods like interviews, behavioral observations, and psychological testing; approaches to treatment including psychodynamic, behavioral, cognitive-behavioral, and biological; and findings on treatment effectiveness. The goal is to understand how to properly assess, diagnose, and treat children's mental health issues.
Observational learning occurs when people learn new behaviors by watching others. Three key studies demonstrated this:
1. Bandura's Bobo doll experiment showed that children who observed an adult acting aggressively towards a Bobo doll were more likely to mimic that aggressive behavior, while children who saw a neutral adult did not.
2. Experiments with animals like hummingbirds found that birds learned to use a new type of feeder faster when able to observe a "tutor" bird using it first.
3. Brain scans show our brains activate in similar ways both when performing an action and when watching someone else perform it, suggesting we mentally rehearse observed behaviors.
Vygotsky Sociocultural Theory & Behaviourism
Genetic Disorders: Cystic Fibrosis, Thalassemia, Down Syndrome, Turner syndrome, Sickle Cell Anemia, Klinefelter’s Syndrome
Child’s Sensation, Perception, Motor Development and Learning
Messy Play benefits child development (cognitive, physical and emotional)
Children need to play in nature, because...What’s your personal needs for friends and peers?
Questions for Guest Speakers - Nutritionist and Early Child Educator
The document defines and provides examples of reinforcement, negative reinforcement, positive reinforcement, punishment, negative punishment, and positive punishment. Reinforcement increases the likelihood a behavior will occur again by adding or removing stimuli. Punishment decreases a behavior by adding or removing stimuli. Examples are given such as using thumbs up/down for reinforcement and taking away toys or threatening spankings for punishment.
The document defines motivation and explains its importance to organizations. It discusses several theories of motivation, including:
- Maslow's hierarchy of needs, which proposes that lower level needs must be met before higher level needs.
- Herzberg's two-factor theory, distinguishing between motivator and hygiene factors.
- Expectancy theory, which suggests people behave based on expected outcomes and their likelihood.
The document emphasizes the role of motivation in maximizing employee performance and achieving organizational goals.
This document discusses various concepts related to consumer learning and behaviorism. It defines learning and discusses elements of consumer learning like motivation, cues, response, and reinforcement. It explains classical and instrumental conditioning theories, including examples. It discusses marketing applications of these learning theories. It also covers elaboration likelihood model, involvement theory, and defines attitudes and discusses models of attitudes. The key topics covered are concepts from consumer psychology related to how consumers learn and form attitudes.
This module discusses motivation theories and learning. It covers Vroom's Expectancy Theory of motivation which states that motivation depends on expectancy, instrumentality, and valence. Reinforcement theory is also covered, explaining how positive and negative reinforcement can shape behaviors. Regarding learning, classical conditioning is summarized, including Pavlov's experiment demonstrating how a neutral stimulus can become associated with an unconditioned response.
This document discusses performance evaluations, feedback, and rewards in organizations. It covers several key points:
1. Organizations use various rewards like pay, promotions, and praise to motivate employees and achieve goals. Effective evaluation and feedback are important for distributing these rewards.
2. Performance evaluations should identify employee strengths and areas for improvement, provide the basis for rewards, and stimulate better performance. They work best when incorporating employee input and clear goals.
3. Proper reinforcement schedules and recognizing both problems and successes are important for evaluations, feedback, and motivating employee behavior and performance over time. Intrinsic and extrinsic rewards all play a role in organizational motivation.
The document discusses motivation and its importance in the workplace. It defines motivation and discusses different theories of motivation including Maslow's hierarchy of needs, Herzberg's two-factor theory, McGregor's Theory X and Y, and Vroom's expectancy theory. The document also discusses types of motivation, including positive and negative motivation, and techniques to increase motivation such as financial and non-financial motivators. Finally, it discusses the role and functions of managers in creating a motivating work environment.
Motivation from a behavioral perspective sees it as anticipation of reward that arouses and directs behavior. Behaviorists use concepts of reward, an attractive consequence of behavior, and incentive, what actually motivates a person. Motivation depends on incentives rather than assumed rewards. Behavior is reinforced through consequences like rewards increasing behavior and punishments decreasing it. Motivation can be extrinsic through these consequences or intrinsic from interest in an activity itself. Excessive extrinsic rewards can reduce intrinsic motivation for an already enjoyable task.
The behavioral view of motivation is based on the concepts of rewards and incentives. Motivation from this perspective is driven by anticipation of rewards for behaviors. Behaviorists believe behaviors are motivated by external factors like rewards, punishments, and consequences rather than internal drives. Reinforcement theory states that behaviors followed by positive consequences will increase through reinforcement, while behaviors followed by negative consequences will decrease. Motivation can be increased using positive reinforcement of desired behaviors and negative reinforcement by removing undesirable consequences. However, incentives only motivate behaviors if the individual values the reward.
Motivational theories that managers should acknowledge to motivate employees.
If you would like to download these slides, send me via: nguyenpuyen91@gmail.com with your purpose of download.
This document provides an overview of motivation theories and concepts. It discusses:
- Intrinsic and extrinsic motivation
- Expectancy theory, which posits that effort leads to performance and performance leads to outcomes
- Need theories like Maslow's hierarchy of needs and ERG theory
- Equity theory and the importance of fair outcomes
- Goal-setting theory and specific, difficult goals
- Learning theories like operant conditioning and social learning theory
- The relationship between pay and motivation
It provides examples and explanations of key motivation concepts to understand employee motivation.
The presentation would help understand the science behind Incentives covering the various aspects of it with giving a brief idea on creating an effective incentives plan
The document discusses motivation and provides examples of how Google motivates its employees. It defines motivation and discusses different types of motivation including intrinsic and extrinsic motivation. It also outlines several theories of motivation including Maslow's hierarchy of needs and Herzberg's two-factor theory. The document then focuses specifically on how Google motivates employees, noting that in addition to standard benefits, Google offers unique perks like on-site services, reimbursement for various expenses, generous parental leave policies, and a flexible and fun work culture that values employee voice and transparency.
The document discusses several theories of learning and motivation. It begins by defining learning as a permanent change in behavior resulting from experience. It then covers several theories of learning, including classical conditioning, operant conditioning, cognitive learning, and social learning. For motivation, it discusses content theories like Maslow's hierarchy of needs, Herzberg's two-factor theory, and process theories like Vroom's expectancy theory and equity theory. The document provides an overview of the key concepts and implications of several important psychological theories related to learning and motivation.
This document discusses attitudes, values, and job satisfaction. It defines attitudes as positive or negative evaluations of people, objects, or events. Attitudes have three components - affective, behavioral, and cognitive. Values are beliefs about preferable modes of conduct or outcomes. Job satisfaction is positive feelings about one's job. It is measured through single questions or summing scores on job aspects. Satisfied employees perform better and are less likely to quit. The document also discusses cognitive dissonance theory and how people resolve conflicts between attitudes and behaviors.
What is motivation? Significance
How to motivate employees in an Organization?
Theories of motivation
Maslow hierarchy of needs theory.
ERG motivation theory Alderfer.
McClelland achievement and acquired needs theory.
Stacey Adams equity theory.
Hertzberg hygiene factors and motivators theory.
Vroom expectancy motivation theory.
Hackman and Oldham job characteristics model.
This presentation covers the short description of Consumer Behavior- Perception and Learning, complemented by examples and Case studies. Prepared by Jasleen Kaur and Ishika, MBA, Indira Gandhi Delhi Technical University for Women, using Canva free version.
The document discusses various theories of motivation including Maslow's hierarchy of needs, expectancy theory, equity theory, goal setting theory, and reinforcement theory. It examines both intrinsic and extrinsic rewards and how they can be used to motivate employees. The importance of motivation in management is also addressed as motivating employees leads to better teamwork, productivity, and overall business success.
The document discusses professional development and continuing professional development (CPD). It defines CPD as the continuation of professional development beyond initial training and qualification. While this definition seems straightforward, the concept of CPD is ambiguous with different opinions on its aims and benefits. The document also discusses how professional development occurs in individuals through reflection, conversations, peer-coaching and daily work. It outlines domains for individual professional development, including cognitive, intellectual, attitudinal and behavioral changes.
This document summarizes a presentation on behaviorism and operant conditioning. It discusses B.F. Skinner's theory of operant conditioning, which states that behaviors reinforced with positive outcomes will be repeated. Examples of operant conditioning like rewarding good grades in school or money for work performance are provided. The presentation reviews the history of behaviorism, defines key concepts, and outlines the steps in a behavior modification model to change behaviors.
Similar to Operant Conditioning in Day to Day Life (20)
This document provides pricing information for lunch specials and shorteats from a gourmet restaurant located in Kirulapona, Colombo 6. Lunch specials range from Rs. 200-250 and include options for vegetarian meals with 3 vegetables and a salad, meat options with 3 vegetables and fish or chicken, or seafood options with 3 vegetables and prawn curry. A lunch box special of Rs. 230-250 includes traditional rice and curry, 3 vegetables and 1 meat, a healthy pudding, and fresh fruit juice. Fried rice and vegetarian meals with chop suey are also offered from Rs. 220-250. Shorteats like patties and cakes can be made to order.
The document is a luncheon menu for 18 guests at Liberty Cinemas on March 7, 2016. The main courses included vegetable egg fried rice for all guests and a choice of devilled chicken for 15 guests and devilled yellow fin tuna for 3 guests. Side dishes were devilled kankun, brinjal moju and cashew curry. Complimentary dishes included boiled and fried eggs, vegetables dressed in citrus juice and pappadam. Dessert was a Sri Lankan fruit salad.
This document provides an introduction to group and family psychotherapy. It describes group psychotherapy as involving several people meeting under a therapist's guidance to help one another. Group therapy can focus on issues like anger management or addiction. Family therapy views psychological health in terms of family relationships and interactions. It aims to nurture change by pointing out patterns and suggesting new responses. Both group and family therapy can help with issues like relationships, mental health, parenting, trauma, and substance abuse. Approaches include supportive, cognitive-behavioral, psychodynamic, and systemic family therapy. Studies show group therapy can be effective, sometimes more so than individual therapy.
The document discusses the basic human need to belong and form social connections. It explains that belongingness helped humans survive and reproduce in evolutionary terms. The need to belong motivates people to affiliate with others and maintain relationships. Not belonging can have negative health impacts. The document also examines various factors that influence attraction and liking between people, such as similarity, reciprocity, familiarity through mere exposure, and social rewards like praise and favors. Shared experiences can also increase attraction even if the experiences were negative.
This document provides an overview of educational psychology and theories of learning. It discusses several definitions of educational psychology over time and then describes it as the study of learning and development in educational settings, the effectiveness of educational interventions, and the psychology of teaching. The document outlines contents related to the psychology of learning, including the main characteristics of learning, theories like classical conditioning, operant conditioning, and social learning. It also discusses Thorndike's trial and error theory of learning and Kohler's insight learning theory. Finally, it covers student variables that influence learning like individual learning styles, cooperative vs competitive learning, and gender differences.
Kirk Bloodsworth was the first American sentenced to death row who was later exonerated by DNA evidence, despite already having his sentence commuted to life in prison. Several questions are raised about his wrongful conviction based on eyewitness testimony, including whether police procedures influenced eyewitness identifications and whether pretrial publicity prejudiced the jury. Social psychology can provide insights into how the criminal justice system's underlying psychological assumptions about eyewitness memory and behavior may not always be accurate. Variables like lineup administration procedures, witness characteristics, and event characteristics can impact eyewitness accuracy, and research on these system and estimator variables aims to reduce wrongful convictions.
This document provides an overview of topics related to educational psychology and the social side of sex. It discusses how culture and nature influence sexuality and gender identity. It examines theories of sexuality and how social factors can determine sexual preferences. It also explores concepts like erotic plasticity, consistency between attitudes and behaviors, and the relationship between sex and prosocial behaviors. Case studies are presented on gender identity and how social groups approach sex and helping behaviors differently.
This document discusses different types of learning in educational psychology. It describes individual learning, where students work alone, cooperative learning, where students work in groups and rewards are shared, and competitive learning, where rewards depend on outperforming others. It notes pros and cons of each approach. It also discusses factors like gender differences and learning styles that can influence learning. Mastery-oriented students are intrinsically motivated to improve, while failure-avoiding students only attempt easy tasks and blame external factors for failures.
The Sudana Rodrigo Sahana Foundation is hosting a forum theater performance by Abhina Academy of Performing Arts to bring awareness to mental illness in Sri Lanka. The performance will take place on June 18th under the patronage of the Minister of Health and will be attended by mental health practitioners and academics. The foundations aims to provide national awareness of mental illness and remind viewers of the benefits of Ayurveda. Both organizations support patients and their families by creating networks and safe environments for expression. Abhina Academy was founded to help tsunami victims express themselves and now uses drama, yoga and meditation to bring awareness to the challenges faced by the mentally ill in Sri Lanka. This is the second performance sponsored by the Sahana
This document provides an overview of key concepts in educational psychology and theories of learning. It discusses definitions of educational psychology over time and defines it today as the study of learning and development in educational settings. Major theories of learning covered include classical and operant conditioning, and theories are discussed like Thorndike's law of effect and trial-and-error learning. Student variables that influence learning are also introduced, like individual versus group learning styles. Theories and concepts are explained through examples and implications for teaching are outlined.
This document discusses key concepts in operant conditioning and learning, including:
1) Extinction refers to the weakening and disappearance of conditioned responses when reinforcement is no longer provided. An initial response surge may occur followed by a gradual decline.
2) Discriminative stimuli influence behavior by indicating when responses will or will not be reinforced. Stimulus generalization and discrimination govern reactions.
3) Reinforcement schedules, such as fixed ratio and variable interval, differentially impact the acquisition and extinction of behaviors.
4) Negative reinforcement strengthens responses that reduce unpleasant stimuli, while positive reinforcement strengthens responses followed by rewards. Escape and avoidance learning are examples.
This document provides an overview of social learning theory and operant conditioning. It discusses key concepts in social learning theory like reciprocal causation, self-efficacy, modeling, and imitation. For operant conditioning, it explains Thorndike's law of effect and Skinner's work on reinforcement, including positive and negative reinforcement as well as punishment. It also covers acquisition, shaping behavior, extinction, and schedules of reinforcement.
1. Operant Conditioning in Day to
Day Life
Kumari Karandawala
BA Psychology (Hons) (US)
MSc.(MSSW) In Social Enterprise Management
and International Social Work / Development
Higher National Diploma in Psychology
Module Code GP003
2. Lecture Contents
• Human Behavior and Emotions explained in
terms of Motivation
• Operant Conditioning for Motivating Students
• Operant Conditioning for Motivating
Employees
• Learned Helplessness
3. Human Behavior and Emotions explained in terms of
Motivation – Some Terminology
• Motivation involves goal-directed behavior
• Acquired motivation: Motivation that originates
from experience with reinforcers or punishers in
instrumental learning tasks
• Incentive motivation: Motivation for
instrumental behavior created by anticipation of
a positive reinforcer.
• rG-sG mechanism*: A theoretical process that
allowed Hull, Spence, and others to explain in S-R
terms how “expectations” of reward motivate
instrumental responding
5. Positive Emotional Response = Reinforcement
When a stimulus elicits a
positive emotional response,
the organism will be reinforced
by contact with the stimulus.
We see this with food, water,
and sexual stimuli.
For example, the sight of an
apple on a table invokes or
elicits a positive emotional
response in the hungry child.
Then, approaching the apple,
grasping and biting into the
apple will result in
reinforcement for the child.
6. Learning & Emotion
This experience for the child produces 2
types of learning for the child:
1) First the child would have LEARNED*
to approach the apple.
This type of learning is
specific: the child has learned
a specific response to a
specific stimulus.
2) The EMOTION** the child
experiences on seeing the apple
constitutes a stimulus.
Emotional responses, in fact most responses,
have or produce stimulus properties.
7. Positive emotional
Response
(Stimulus) +
Approach Behavior
• When the child is reinforced for approaching
the apple, the child is also being reinforced for
approaching a stimulus that elicits a positive
emotional response.
• Through this experience the child will learn an
association between the stimulus of the
positive emotional response and an approach
behavior
8. Emotional Response &
Stimulus and Motor
• Anything that elicits a positive emotional
response will automatically tend to elicit
approach behavior – the stronger the
emotional response, the stronger elicitation of
the behavior.
• S------------ R ----------------S ------------- R
• Emotional response motor
• & stimulus
9. Stimulus ER
Stimulus incentive
• If a stimulus elicits an emotional response, in
addition to being a reinforcer, the stimulus will
also serve as a directive (incentive) stimulus to
elicit either approach or avoidance behavior.
10. Operant Conditioning for Motivating
Students - classroom
• PSYCO 281 Project: Learning Strategies in the
Classroom.m4v (7 minutes)
• http://www.youtube.com/watch?v=FXwzHlTII
xQ
11. Activity reinforcers!!
• Allow students to participate in preferred activities
• Make your expectations clear and explain how the
reinforcer will only occur if good behavior is evidenced
• Make reinforcer unexpected, periodically
• Always follow-through with your reinforcement eg.
Give early recess/breaktime
• As promised to ensure the validity of the
reinforcement.
• Change-up reinforcements so old reinforcements don’t
become boring!
13. Breaking the Silence: Using a Token Economy to Reinforce
Classroom Participation – Boniecki & Moore (2009)
• Boniecki and Moore proposed a procedure for increasing
student participation, particularly in large classes.
• The procedure establishes a token economy in which students
earn tokens for participation and then exchange those tokens
for extra credit.
• The researchers evaluated the effectiveness of the procedure
by recording the degree of participation in an introductory
psychology class before, during, and after implementation of
the token economy.
14. Breaking the Silence: Using a Token Economy to Reinforce
Classroom Participation – Boniecki & Moore (2009)
• Results revealed that the amount of directed and nondirected
participation increased during the token economy and
returned to baseline after removal of the token economy
• Furthermore, students responded faster to questions from
the instructor during the token economy than during baseline,
and this decrease in response latency continued even after
removal of the token economy.
15. Journal Articles:
• “A Descriptive Approach to Classroom
Motivation”
• By David G. Ryans
• Sir, tell them we are rising!": Situated descriptive
accounts of how K--2 "balanced literacy"
classrooms constructed success in three urban
schools that serve low SES students
• By Jean M Landis, University of Pennsylvania
16. Operant Conditioning for Employees
• “Positive Reinforcement in the workplace”
• Positive reinforcement is a key element in behavioral analysis. It is
the most powerful interpersonal tool. It can be a word of
encouragement, reward or praise - that charges nothing but puts up
individual to go as far as they are capable.
• So, what are the other factors of positive reinforcement that can
help in changing and improving an individual's behavior? Here we
have the presentation that emphasizes on positive reinforcement
and its factors.
• http://www.youtube.com/watch?v=XbjuziVtzKA
17. Operant Conditioning for Motivating
Employees
• “Employee Motivation: The Power of
Encouragement”
• http://www.youtube.com/watch?v=9Ysn8BPO
ozM
• How to Motivate Your Employees
• http://www.youtube.com/watch?v=iU7a5vrk9
LU
18. Operant Conditioning for Motivating
Employees - Basic steps
• Motivate you first! Focus on yourself!
• Get to know your employees. Get some
insight into the lives of your employees (and
what motivates them!)
• Use smarter goals – realistic and measurable
• Delegate authority – provide ENTERPRISE and
INITIATIVE among your employees
• Work out a reward system!
19. Journal Articles:
• Employee Reactions to Leader Reward Behavior
-Keller and Szilagyi
• Abstract
• Relationships between positive and punitive leader
rewards and employee role conflict and ambiguity,
expectancies, and job satisfaction were investigated. The
data showed positive leader rewards to be more strongly
related to role and satisfaction variables. Punitive leader
rewards were more strongly related to effort-to-
performance expectancy. Implications are discussed.
20. Study: Motivation in Public and Private
Organizations – A Comparative Study
• Jurkiewicz et al (1998) cited Kovach (1995) for the motivators
indicated here. Their study sample size was 1000 employees:
• -Good wages (5th)
• -Job Security (4)
• -Promotion and growth in the org (6)
• -Good Working conditions (7)
• -interesting work (1)
• -Personal loyalty to employees (8)
• -Tactful discipline (9)
• -Full appreciation of work done (2)
• -Sympathetic help with personal problems (10)
• -Feeling of being in on things (3)
21. Operant Conditioning in Advertising
• When we see a commercial on television, hear an ad on the radio,
or read an ad in the newspaper, we often encounter a person who
has received a reinforcement (or avoided a punishment) by using a
particular product. Via observational (or vicarious) learning, we are
led to believe that if we use the product, we too might experience
the same benefit as the person in the advertisement.
• Skinner’s premise of “consequence” or “contingent” (i.e.
conditional)
• explicitly or implicitly, through words or images, the purpose of
these ads is to communicate an "if … then…." statement: “…if we
use the product, we will receive the specified benefit.”
• Some of these contingencies seem reasonable.
• Eg. an ad for a particular brand of shampoo may promise clean hair
if we use the product
22. Operant Conditioning in Advertising
• However, many ads suggest contingencies that appear far-
fetched.
• they promise an outcome that the product couldn't
realistically deliver. For example, the shampoo or jeans ads
described above might implicitly promise that if you use the
product being advertised, a stunningly beautiful person would
suddenly find you irresistibly attractive.
• This outcome may not be impossible, but most would agree
that it is far from automatic, and in fact is largely false.
23. Operant Conditioning in Advertising
• Not many of us meet the stunningly beautiful woman
the stunningly handsome man, so why then, do we
continue to buy them?
• Perhaps the answer to this question relates to the fact
that the products do, in fact, provide reinforcement,
but it is more modest and less fantastic than the
reinforcement promised in the ads.
• For example, if the shampoo ad promises instant sex
appeal, and the shampoo fails to deliver on that
promise but it does deliver clean hair at a reasonable
price, perhaps the latter reinforcement is sufficient to
cause us to buy the shampoo again.
24. Extinction
• extinction process also depends upon the reinforcement schedule
of the behavior.
• Ads that imply a fixed schedule of reinforcement suggest to the
viewer that if a product is used a certain number of times or for a
certain length of time, the reinforcement should predictably be
delivered.
• For example, an ad for a facial scrub that promises clearer skin if
the product is used for 30 days indicates to the consumer that if
more than a month passes with no results, the scrub isn't working,
so extinction is likely to follow.
• However, ads with less predictable promises, those that states or
implies something along the lines of "results may vary," make it
more difficult for the consumer to know when to give up hope that
they will receive the reinforcement. Thus, the behavior of buying
the product may continue for a relatively long time.
25. Learned Helplessness
• Definition:
• Learned helplessness is the condition of a human or
animal that has learned to behave helplessly, failing to
respond even though there are opportunities for it to
help itself by avoiding unpleasant circumstances or by
gaining positive rewards. Learned helplessness theory is
the view that clinical depression and related mental
illnesses may result from a perceived absence of control
over the outcome of a situation.
• Organisms that have been ineffective and less sensitive in
determining the consequences of their behavior are
defined as having acquired learned helplessness.
26. Learned Helplessness
• A condition in which a person or animal has come to believe
he or she is helpless in a situation, even when this is untrue.
The first person to do research on this topic was Martin
Seligman. He found that when animals were given shocks that
they were not able to prevent in any way they tended to react
similarly in situations where they could have taken control.
• He did further research on the subject and found that this
type of learned helplessness could apply to humans as well
and that it can start as early as infancy. This type of issue can
be caused by many things such as a distant mother or a way
of thinking that includes broad generalizations based on
previous experiences
27. Learned Helplessness
• For instance, a person who keeps failing drivers ed would say
“I can’t drive” and therefore never take the initiative to learn
how to parallel park correctly, thus insuring that they pass
next time.
• Example: One theory to explain why some people remain in
situations where domestic abuse is present is learned
helplessness; that is, the victim sees no way out of the
situation.
28. Learned Helplessness
• Charisse Nixon, Ph.D Developmental Psychologist at Penn State Erie, The
Behrend College and Director of Research and Evaluation for The Ophelia
Project discusses the phenomenon of learned helplessness. (Shot by Mark
Steensland) 6 mins…
• http://www.youtube.com/watch?v=gFmFOmprTt0
29. References
• Behavior and Personality: Psychological Behaviorism By Walter W. Staats, Arthur
W. Staats
Editor's Notes
In Operant Conditioning, we learned that the organism actually learns to make a response, or not to make a response, in the situation or SOCIAL CONTEXT (write on board)
In which the response is or is not followed by the reinforcing stimulus.
Responses are always stimulus-controlled.
R – represents the motor response in operant conditioning.
Operant Conditioning in Human Behavior
Because much of the operant conditioning research presented in textbooks is conducted with animals (e.g., rats, pigeons, dogs),we (students) often have difficulty seeing its relevance to human behavior, which presumably is not as susceptible to environmental control.
"How many of you are planning to major in psychology?”
If students are holding their hands up ask them what motivated them to hold up their hands?
Notes: Edward Stork suggests a simple demonstration that can be used to generate a discussion of human operant conditioning. While discussing operant conditioning, interrupt your lecture with a question that you know will elicit a mostly positive response (e.g., "How many of you are planning to major in psychology?" "How many of you live within 5 miles of campus?" "How many of you plan to register for classes next term?"). Most students will raise their hands in response to your questions. Tell them to hold that position, and ask if anyone told them to raise their hands or even mentioned raising hands. After the chorus of groans (from "being caught") dies down, ask students to explain their behavior in terms of operant conditioning, and then use this activity as a springboard for generating other examples of operant conditioning in humans.
Stork, E. (1981). Operant conditioning: Role in human behavior. In L. T. Benjamin, Jr., & K. D. Lowman, (Eds.), Activities handbook for the teaching of psychology (p. 57). Washington, DC: American Psychological Association.
Behavior and Personality: Psychological Behaviorism
By Walter W. Staats, Arthur W. Staats
P 48.
THIS LEARNING IS SPECIFIC – THE CHILD HAS LEARNED A SPECIFIC RESPONSE TO A SPECIFIC STIMULUS\
**THE EMOTION THE CHILD EXPERIENCES ON SEEING THE APPLE CONSTITUTES A STIMLUS.
Humans and other organisms will have countless experiences in which approaching something that elicits a positive emotional response (stimulus) will be followed by positive reinforcement.
As a consequence, this association between the internal stimulus of a positive emotion and an approach response will become very well learned. i.e. WHAT STIMULI WILL BE REINFORCING FOR THE INDIVIDUAL WILL BE A DETERMINANT OF THE BEHAVIORS THAT ARE LATER LEARNED.
WHAT STIMULI ARE REINFORCING IS AN IMPORTANT TOPIC IN HUMAN BEHAVIOR.
REMEMBER THAT ORGANISMS, INCLUDING HUMANS WILL HAVE COUNTLESS EXPERIENCES IN WHICH APPROACHING SOMETHING THT ELICITS A POSITIVE EMOTIONAL RESPONSE (STIMULUS) WILL BE FOLLOWED BY POSITIVE REINFORCEMENT.
CONSEQUENTLY, THIS ASSOCIATION BETWEEN THE INTERNAL STIMULUS OF A POSITIVE EMOTION AND AN APPROACH RESPONSE WILL BECOME VERY WELL LEARNED.
The drawing depicts how a stimulus can elicit an emotional response (R) which produces an internal stimulus that in turn elicits a motor response (R) in the subject.
The individual learns approach motor responses to stimuli that elicit a positive emotional response and avoidance motor responses to stimuli that elicit a
Negative Emotional response. (Write these down on board).
ONCE FIRMLY LEARNED THIS IS A MECHANISM THAT WILL GENERALIZE TO ANY STIMULUS THAT ELICITS A POSITIVE EMOTIONAL RESPONSE.
FOR EXAMPLE THE ORGANISM WILL TEND TO APPROACH ANY NEW STIMULUS THAT ELICITS A POSITIVE EMOTIONAL RESPONSE – EVEN THOUGH THE ORGANISM JHAS NOT BEEN REINFORCED FOR APPROACHING THAT STIMULUS.
A CLASSIC EXAMPLE IS HOW MOST WOMEN, AND SOME MEN, REACT WHEN THEY SEE A BABY! OOOOH s/he is so cute!
BECAUSE THIS GENERAL MECHANISM IS ENORMOUSLY ADAPTIVEIT ENABLES HUMANS TO RESPOND WITHOUT LEARNING TRIALS IN AN ANTICAPATORY MANNER TO MANY THINGS.
The second article abstract is on the portal.
MANAGERS’ ASSESSMENTS OF THESE MOTIVATORS HAS REMAIN UNCHANGEDTHE RANK ASSIGNED TO THESE FATORS BY EMPLOYEES HAS CHANGED SIGNIFICANTLY OVER THE YEARS!THE RESULTS OF JURKIEWICZ ET AL’S STUDY OF 1000 EMPLOYEES SHOWED THAT there was a STARTLING DISPARITY BETWEEN WHAT MANAGERS THOUGHT MOTIVATED EMPLOYEES AND WHAT REALLY MOTIVATES THEM.