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Ability/Learning

AbilityAn individuals capacity toperform the various tasksin a job.

Intellectual AbilityThe capacity to do mentalactivities.

Multiple Intelligences

Intelligence contains foursubparts: cognitive,social, emotional, andcultural.

EmployeesEmployees

AbilitiesAbilities

Jobs AbiJobs Abi

RequiremRequirem

Ability-JobFit

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Learning

Learning

Relatively permanent

change in behavior

that occurs as a resultof experience.

Learning

Involves change

Is relatively permanent

Is acquired through experience

Learning

Involves change

Is relatively permanent

Is acquired through experience

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Theories of Learning

Learning Theory

Behavioral Theory

Thorndike

Pavlov

Watson

Skinner

Cognitive Theory

Bloom

Piaget

Gagne

Humanistic

Rogers

Maslow

N. V. Peale

Inference:

Learning-

Environmental

influence

Inference:

Learning-

Mental Process/

Critical Thinking

Inference:

Learning-

Influence of

emotion/

goal orientation

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Theories of Learning

Classical Conditioning

A type of conditioning in

which an individual

responds to some stimulus

that would not ordinarilyproduce such a response.

Key Concepts

Unconditioned stimulus

Unconditioned response

Conditioned stimulus

Conditioned response

Key Concepts

Unconditioned stimulus

Unconditioned response

Conditioned stimulus

Conditioned response

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Theories of Learning /Operant

Conditioning Operant Conditioning

A type of conditioning in which desired

voluntary behavior leads to a reward or

prevents a punishment.

Key Concepts

Reflexive (unlearned) behavior Conditioned (learned) behavior

Reinforcement

Key Concepts

Reflexive (unlearned) behavior Conditioned (learned) behavior

Reinforcement

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Theories of Learning /Social

Learning theory Social-Learning Theory

People can learn through observation and

direct experience.

Key Concepts

Attentional processes

Retention processes

Motor reproduction processes

Reinforcement processes

Key Concepts

Attentional processes

Retention processes

Motor reproduction processes

Reinforcement processes

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Shaping Behavior

Systematically reinforcing each successive

step that moves an individual closer to the

desired response

Key Concepts

Reinforcement is required to change behavior.

Some rewards are more effective than others.

The timing of reinforcement affects learningspeed and permanence.

Key Concepts

Reinforcement is required to change behavior.

Some rewards are more effective than others.

The timing of reinforcement affects learningspeed and permanence.

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Types of Reinforcement

Positive reinforcement Providing a reward for a desired behavior.

Negative reinforcement

Removing an unpleasant consequence when thedesired behavior occurs.

Punishment Applying an undesirable condition to eliminate an

undesirable behavior. Extinction

Withholding reinforcement of a behavior to cause itscessation.

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Schedules of Reinforcement

Continuous Reinforcement

A desired behavior is reinforced

each time it is demonstrated.

Intermittent Reinforcement

A desi ed behavio isrei forced often enou h tomake the behavior worthrepeating butnotevery time itis demonstrated.

Fixed-ratio

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From Atkinson and Shiffrin (1968).

http://chiron.valdosta.edu/whuitt/edpsyint.html

2.2.1 Models: Information Processing2.2.1 Models: Information Processing

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1.1 Theories: Behavioural

Primary Focus Observable

behaviour

Stimulus-response

connections Assumptions

Learning is a result

of environmental

forces Subcategories

Contiguity

Respondent

(Classical)

Major Theorists Thorndike

Pavlov

Watson

Skinner

Principles

Time/place pairings

Biological basis of

behaviour

Consequences

Modelling

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1.2 Theories: Cognitive Primary Focus

Mental behaviour Knowledge

Intelligence

Critical Thinking

Assumptions

Learning is a result of

mental operations/

processing

Subcategories

Information Processing

Hierarchical

Developmental

Critical Thinking

Major Theorists Bloom

Piaget

Gagne

Principles

Memory is limited

Changes incomplexity

Changes over time

Good thinking

requires standards

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2.2.4 Models: Critical Thinking Model

From W. Huitt and J. Hummelhttp://chiron.valdosta.edu/whuitt/edpsyint.html

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2.4.1 Models: Self-Regulation

LEARNER

GOAL

Plan to achieve goal

Tasks

Problem

+ confidence - confidence

Quit

What must I

do to achieve

goal

Goal is changed

Plan is

modified