1. 1 Learning Theories OS 386 September 5, 2002 Fisher

2. 2 Agenda Review learning theories Discuss Learning Strategies assessment In-class writing on learning strategies

3. 3 Building blocks of learning Explicit (declarative) knowledge Tacit (procedural) knowledge Generally must learn facts (the what) before you can learn how to apply them (the how)

4. 4 Behavior Modification Anybody remember Pavlov and his dogs? –Operant conditioning Learning theory from pre-cognitive days –Doesn’t require you to know anything about what the subject is thinking Behaviorally focused

5. 5 Key Constructs in Behavior Modification Antecedents –What leads to the behavior? Behavior Consequences –Positive reinforcement –Negative reinforcement –Punishment

6. 6 Reinforcement Schedules Continuous – one behavior, one consequence Intermittent –Fixed Interval –Variable Interval –Fixed Ratio –Variable Ratio Amount of time Number of behaviors

7. 7 What happens next? What are some likely outcomes of the different reinforcement schedules? Which do you think is most effective in producing the desired behavior?

8. 8 Learning Through Feedback What is feedback? What are good sources of feedback? Feedback is most useful for learning when it contains information about what to correct

9. 9 360 Degree Feedback Getting feedback from multiple sources around you Provides a more complete picture – no one source has all the information Challenges –Variation in feedback –Comfort in providing feedback –Administrative and practical issues (e.g., time)

10. 10 Feedback contingencies All feedback is not equal –Source credibility: People evaluate the credibility of the feedback source before deciding what actions to take (Podsakoff & Fahr, 1987) Can I trust this person? Is this person knowledgeable? Feedback can be distracting –Negative feedback can cause people to direct attention to themselves (e.g., impression management) Feedback Intervention Theory, Kluger & DiNisi, 1996)

11. 11 Social Learning Theory Much learning occurs by observing others –Especially tacit knowledge Model behaviors that lead to positive consequences, avoid behaviors that lead to negative consequences Helps maintain self-esteem (don’t have to ask as many questions) Can be problems with interpretation of behaviors

12. 12 Self-Directed Learning Learner makes own choices regarding many aspects of the learning process –When and how long –Where –In what order Critical as learning becomes decentralized Often the case with computer-based training Novices often don’t know how best to approach the learning task

13. 13 Learning Strategies Assessment Individual differences in how people approach learning Three constructs measured –Section 1: Organization –Section 2: Elaboration –Section 3: Metacognition Did not measure Rehearsal – very common learning strategy for factual information

14. 14 Class Results On which scale did you score highest? –Organization (n = ) –Elaboration (n = ) –Metacognition (n = )

15. 15 In-class writing What is your reaction to your results? Were you surprised? Based on this assessment, are there ways in which you can change your learning strategies?

16. 16 For next class Topic: Stereotypes, Perception, and Diversity Read Chapter 3 pp. 63-84 Read web article “What Minority Employees Really Want” –Available on course website, Schedule page