Reinforcement Programs and Learning Types
Types of Reinforcement Programs
- Programs of Reason: Reinforcement depends on the number of responses emitted by the subject.
- Interval Programs: Reinforcement depends on the time since the previous administration of the reinforcing stimulus.
Fixed-Ratio Schedule
In these programs, reinforcement occurs after a fixed number of responses. Examples include salary, hourly study breaks, or giving a reward after a lever press. This leads to a high rate of response, and there is a pause immediately after the administration of reinforcement (e.g., reviewing notes after not studying that day). The greater the number of responses required, the longer the pause.
Variable-Ratio Schedule
The number of responses required for reinforcement changes constantly, even around a mean value. For example, slot machines produce more responses, paying no appreciable pauses after reinforcement (as the required number of responses is not predictable). When there is uncertainty about when the next reinforcer will be delivered, the subject keeps emitting responses constantly.
Fixed-Interval Schedules
Given the first response emitted by the subject after the previous reinforcement. For example, a parent might check every half hour if their child is doing homework. This type of program produces a moderate, uneven response rate.
Variable-Interval Schedule
The interval of time between reinforcements varies around an average value. Thus, the subject cannot predict when the next reinforcement will happen, resulting in a moderate but steady response rate. An example is a pop quiz.
Social Learning
- Social Skills: Patterns of behavior that we exhibit in our interaction with others.
- Attitudes: The tendency to behave a certain way in the presence of certain individuals or social situations.
- Representations: Beliefs, ideas, and shared social values.
Cognitive Learning
We learn from experience, but it is the subject who constructs the knowledge of the external world according to their internal cognitive organization. The subject interprets reality and projects onto it the meanings that they build.
Recognize and define the nature of the dissatisfaction. Be concrete to get the facts. Determining the cause of dissatisfaction requires effort. Analyze and decide, to give information, monitoring.
Interpersonal Communications
Interpersonal communications are a key element in the operation of any enterprise since the organization consists of people who meet and interact to an increasing degree with others (clients, suppliers). All communication takes place in order to enhance understanding, convey ideas and feelings, and promote understanding between people. The content is the basis for the process of effective communication. If your content is not right, communication is hardly complete.
- Horizontal: Between persons of the same level.
- Vertical Ascending: Originates from a lower hierarchical level and is addressed to a superior, such as a subordinate to their boss.
- Vertical Descending: Originates in a higher hierarchical level and goes to a lower level, for example, from a boss to a worker.
Good communication is important for managers for two reasons. First, communication is the process by which compliance with the managerial functions of planning, organizing, directing, and controlling is achieved. Second, communication is an activity to which managers spend an overwhelming amount of time. The communication process allows managers to perform their work tasks. We must communicate the information to have a basis for planning.