Chapter Chapter PERCEPTION AND LEARNING: UNDERSTANDING AND ADAPTING TO THE WORK ENVIRONMENT Perception - we select‚ organize‚ & interpret information - active processing of sensory inputs - very subjective Social Perception - the process of combining‚ integrating‚ and interpreting information about others to gain an accurate understanding of them Personal and Social Identity Attribution -determine the causes behind others’ behavior Correspondent Inferences - judging people’s dispositions‚ traits
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A CRITIQUE OF THE BEHAVIOURAL THEORIES OF LEARNING One of the most debated issues in psychology pertains to the nature and meaning of learning. The systematic study of learning is relatively new as it was in the late nineteenth century that studies in this realm began in a scientific manner. Psychologists borrowed techniques from the physical sciences‚ and conducted experiments to understand how people and animals learn. Psychologists have tried in the past to define and explain how learning
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Chapter 6: Learning * Phobias: * Irrational fears of specific objects or situations * Learning: * Refers to a relatively durable change in behaviour or knowledge that is due to experience * Includes the acquisition of knowledge and skills but also shapes personal habits‚ personality traits‚ and personal preferences * Conditioning: * Learning associations between events that occur in an organism’s environment Classical Conditioning * Classical conditioning:
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Theories of Motivation Overview At a simple level‚ it seems obvious that people do things‚ such as go to work‚ in order to get stuff they want and to avoid stuff they don’t want. Why exactly they want what they do and don’t want what they don’t is still something a mystery. It’s a black box and it hasn’t been fully penetrated. Overall‚ the basic perspective on motivation looks something like this: In other words‚ you have certain needs or wants (these terms will be used interchangeably)
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Instructor’s Manual with Test Items to accompany Applied Behavior Analysis Second Edition John O. Cooper ● Timothy E. Heron ● William L. Heward All‚ The Ohio State University Prepared by Stephanie Peterson‚ Idaho State University ● Renée K. Van Norman‚ University of Nevada-Las Vegas ● Lloyd Peterson‚ Idaho State University ● Shannon Crozier‚ University of Nevada-Las Vegas ● Jessica E. Frieder‚ Idaho State University ● Peter Molino‚ Idaho State University ● Heath Ivers‚ Idaho
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over the campaignperiod. There may be short gaps at regular intervals and also long gaps—for instance‚ one ad every week for 52 weeks‚ and then a pause. This pattern of advertising is prevalent in service and packaged goods that require continuous reinforcement on the audience for top of mind recollection at point of purchase. Advantages: * Works as a reminder * Covers the entire purchase cycle * Cost efficiencies in the form of large media discounts * Positioning advantages within
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ytggjbjbj What type of reinforcement schedule does random drug testing represent? Is this type of schedule typically effective or ineffective? Random testing demonstrates intermittent reinforcement. According to Robbins (2005)‚ “Intermittent reinforcement is when a desired behavior is reinforced often enough to make the behavior worth repeating but not every time it is determined.” (p.55). As discussed in chapter two of our textbooks‚ operant conditioning states that behavior is a function
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Does Behavior always follow from Attitudes? We have maintained that attitude affects behavior. Early research on attitudes assumed that they were causally related to behavior; that is‚ the attitude that people hold determines what they do. Common sense‚ too‚ suggests a relationship. Isn’t it logical that people watch television programs that they say they like or that employees try to avoid assignments they find distasteful. However‚ in the late 1960s‚ this assumed relationships between attitude
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behavior. A formal‚ written document that describes the environmental changes that will bring about change in a desired or undesired behavior. Allocated Learning Time The time that is allotted for different subjects or other components of a daily schedule at school. At-Risk Factor Another factor that contributes to the BD/ED may include poverty‚ parent criminality‚ abuse‚ media violence and so on. Aversive Control Involves withdrawing something generally considered pleasant‚ or delivering
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R. I. The great psychologists from Aristotle to Freud. Philadelphia: Lippincott‚ 1963. Whitehead‚ A. N. The aims of education. New York: Macmillan‚ 1929. Wike‚ E. L. Secondary reinforcement: selected experiments. New York: Harper & Row‚ 1966. Wilson‚ M. P. Periodic reinforcement interval and number of periodic reinforcements as parameters of response strength. Journal of Comparative and Physiological Psychology‚ 1954‚ 47‚ 51-56. Woodrow‚ H. The problem of general quantitative laws in psychology. Psychological
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