4 ckydksa dk ekufld LokLF;,oa O;ogkj laca/kh lel;k,aa esavy gsyfk lkbal@esavyk gkbzthu,.m fogsfo;j 1- ekufld LokLF; @Mental Hygiene HkkSfrdoknh ;qx dh ;g,d eq[; lel;k gsa kkjhfjd jksxksa ds lkfk lkfk ekufld jksx,d tfvy lel;k ds :Ik esa lkeus gsa 2- O;fDr viuk izhkkoiw.kz lek;kstu rhkh dj ldrk gs tc og kkjhfjd o ekufld nksuksa n`f V;ksa ls LoLFk gksa blh ls mldk lkekftd O;ogkj izhkkfor gksrk gsa 3- ekufld LokLF; fokku og fokku gs ftles a ekufld vksj Luk;qfod fod`fr;ksa dh jksdfkke vksj fujkdj.k ds og lhkh lk/ku vkrs gsa ftuesa LokLF;] O;fDrRo fodkl] vf/kdkf/kd dk;z{kerk vksj lq[k dh izkfir gksrh gsa 4- ekufld :Ik ls LoLFk O;fDr ds y{k.k % vkreewy;kadu] vkrefo okl] lek;kstu khyrk] thou y{; dk pquko] laosxkred flfkjrk] ysafxd ifjidork] fu;fer thou] vfr k;rk dk vhkkoa 5- ekufld LokLF; dks izhkkfor djus okys dkjd % oa kkuqdze] kkjhfjd LokLF;] ifjokj] laosxkred flfkfr] f k{kk] /kez vksj lald`fr] fd kksjkolfkk] okrkoj.ka 6- ekufld vlolfkrk dh jksdfkke lecu/kh mik; % kkjhfjd ijh{k.k] thouewy;ksa vkfn ds lecu/k euksoskkfud mik;] ckyd dk mfpr ykyu&ikyu] fd kksjkolfkk f k{kk] laosxkred vfhko;fdr ¼F;kSjh vkwq dsfkkflzl & fojspu fl)kar½ vkre&leeku dh r`fir] lek;kstua 7- ekufld LokLF; dh muufr ds mik; % vpnk okrkoj.k] Lusg vksj lgkuqhkwfr] kkjhfjd LokLF;] pfj=&fuekz.k] ukxfjdxq.kksa dk fodkl] usfrd f k{kk] #fp] {kerk vksj euksjatu dk /;kua 8- Hkkjro kz esa yxhkx rhu ntzu ekufld vkjksx; kkyk;sa gsaa &&&& 9- O;ogkj lecu/kh fl)karksa dk v/;;u bl izdkj gs % *1-iqucZyu@iqjLdkj fl)kar @ tkwu MksykMZ vksj uhy feyj dk fl)kar O;ogkj rfkk mlls vf/kxe ds lecu/k esa pkj vo;oksa dk fl)kar John Dollard & Neal Miller (1900 1980)(1909 2002) Four concepts of learning: o 1-Drive: Wanting something Stimulus that energizes behavior The stronger the stimulus, the stronger the drive Internal, external, primary, and secondary Primary drives at the building blocks of personality All acquired (secondary) drives ultimately depend on primary drives o 2-Cues: Noticing Something Guides behavior Determine when we will respond, where we will respond, and which response we will make End of shift whistle Restraunt sign Traffic light 3-Response: Doing Something o Reduce or eliminate drive
o Elicited by the drives and cues present 4-Reward or Reinforcement: Getting Something o Any stimulus that causes drive reduction Hunger -> Restraunt sign -> Go into restraunt -> Eat Drive Cue Response Drive reduction vkok ;drk ls O;gkj vksj vf/kxe@lh[kus dh izfdz;k ds pkj pj.k % o 1-vfHkiszj.kk@vUruksZn o 2-ladsrd@mn~nhid o 3-izR;qRrj@O;ogkj o 4-iqucZyu@iqjLdkj uksv % DykdZ fy;ksukmz gy dk fl)kar & ^^var%izsj.kk vf/kxe vksj O;ogkj dk ewy gs** Mªkbo fjmsd ku F;kSjhA 1-;g fl)kar crkrk gs fd cky;kolfkk ds vuqhkoksa dk o;ld O;fDrRo ds dkjdksa ds :Ik esas egro gsa 2-vko ;drkvksa dh iwfrz ds fy, vftzr O;ogkj i;kzir ugha dqn tfvy O;ogkj ckyd dks djuk im+rk gsa tsls Lruiku ds fy, tfvy O;ogkjA 2-Lkkekftd vf/kxe fl)kar % cs.mwjk,oa okyvs;j ;g fl)kar crkrk gs fd lh[kus dh izfdz;k lakkukred gs vksj ;g lkekftd okrkoj.k esa leiuu gksrh gsa Social learning theory posits that learning is-a cognitive process that takes place in a social context and can occur purely through observation or direct instruction, even in the absence of motor reproduction or direct reinforcement. [1] In addition to the observation of behavior, learning also occurs through the observation of rewards and punishments, a process known as vicarious reinforcement. The theory expands on traditional behavioral theories, in which behavior is governed solely by reinforcements, by placing emphasis on the important roles of various internal processes in the learning individual. [2] In science, cognition is the set of all mental abilities and processes related to knowledge: attention, memory & working memory, judgement ent & evaluation, reasoning & "computation", problem solving & decision making, comprehension & production of language, etc. Cognition is by humans conscious and unconscious, concrete or abstract, as well as intuitive (like knowledge of a language) bl fl)kar ds vuqlkj vf/kxe,d lakkukred izfdz;k gs tks lkekftd&lanhkz esa gh leiuu gksrh gsa bl izfdz;k ds fofhkuu vax vfkkzr fokku dh n`f V ls lakku ds vax gsa % Kku] vo/kku] Le`fr] dk;zdkjh Le`fr] fu.kz;,oa ewy;kadu] rkfdzd {kerk] x.kuk] lel;k&lek/kku] fu.kz;] vocks/k] Hkk kk&fodkl vkfna ;s lhkh lakkukred fodkl ds ifjpk;d gsa tks lkekkftd&lanhkz dks ns[kdj vuqhko }kjk lh[kus dh izfdz;k ds vax cu tkrs gsaa ;gh lkekftd vf/kxe gsa and conceptual (like a model of a language). Cognitive processes use existing knowledge and generate new knowledge.
Social learning theory integrated behavioral and cognitive theories of learning in order to provide a comprehensive model that could account for the wide range of learning experiences that occur in the real world. As initially outlined by Bandura and Walters in 1963 [1] and further detailed in 1977, [8] key tenets of social learning theory are as follows: [9] bl fl)kar ds egroiw.kz fcunq % 1. Learning is not purely behavioral; rather, it is a cognitive process that takes place in a social context. ^^vf/kxe fo kq) :i ls O;ogkjijd ugha gs] vfirq ;g lakkukred izfdz;k Hkh gs tks lkekftd lanhkz ikdj leiuu gksrh gsa** 2. Learning can occur by observing a behavior and by observing the consequences of the behavior (vicarious reinforcement). ^^vf/kxe izfdz;k O;ogkj ds izs{k.k ls Hkh leiuu gks ldrh gsa O;ogkjksa dks ns[kdj O;fDRk izsfjr gksrk gs ;k lh[krk gsa** tsls gfj punz ukvd ns[kdj xka/khth us lr; dks viuh thou esa O;ogkj dk vax cukus dk fu p; fd;ka ;g lkekftd vf/kxe gsa 3. Learning involves observation, extraction of information from those observations, and making decisions about the performance of the behavior (observational learning or modeling). Thus, learning can occur without an observable change in behavior. vf/kxe esa izs{k.k rfkk mu izs{k.kksa ls lwpukvksa dk fu iknu kkfey gsa mlh vk/kkj ij vf/kxedrkz O;ogkj ds izn kzu dk fu.kz; ysrk gsa ;g izs{kdh;&vf/kxe ;k ekwmfyax gsaa bl izdkj lh[kuk] vf/kxedrkz ds O;ogkj esa fn[kkbz nsus ls igys Hkh?kfVr gks ldrk gsa 4. Reinforcement plays a role in learning but is not entirely responsible for learning. % iquczyu dh lh[kus esa egroiw.kz Hkwfedk gs fdurq ;gh iw.kzr% vf/kxe ds fy, mrrjnk;h ugha gsa 5. The learner is not a passive recipient of information. Cognition, environment, and behavior all mutually influence each other (reciprocal determinism). Social learning theory draws heavily on the concept of modeling, or learning by observing a behavior. Bandura outlined three types of modeling stimuli: Lkkekftd vf/kxe ds dqn rjhds ¼cS.Mwjk }kjk iznrr 3 izdkj dh ekwmfyax ½ 1- Live model ltho izfrn kz in which an actual person is demonstrating the desired behaviour. 2-Verbal instruction eksf[kd funsz k in which an individual describes the desired behavior in detail and instructs the participant in how to engage in the behavior 3-Symbolic izrhdkred ekwmfyax
in which modeling occurs by means of the media, including movies, television, Internet, literature, and radio. Stimuli can be either real or fictional characters. Exactly what information is gleaned from observation is influenced by the type of model, as well as a series of cognitive and behavioral processes, including: [3] 1-Attention /;ku ] vo/kku In order to learn, observers must attend to the modeled behavior. Attention is impacted by characteristics of the observer (e.g., perceptual abilities, cognitive abilities, arousal,tkxzr past performance) and characteristics of the behavior or event (e.g., relevance, novelty, affective valence, and functional value). 2-Retention /kkj.k In order to reproduce an observed behavior, observers must be able to remember features of the behavior. Again, this process is influenced by observer characteristics (cognitive capabilities, cognitive rehearsal) and event characteristics (complexity). 3-Reproduction iqu#riknu@vuqdk;z To reproduce a behavior, the observer must organize responses in accordance with the model. Observer characteristics affecting reproduction include physical and cognitive capabilities and previous performance. 4-Motivation vfhkizsj.kk The decision to reproduce (or refrain from reproducing) an observed behavior is dependent on the motivations and expectations of the observer, including anticipated consequences and internal standards. 1-bl fl)kar esa,d iz;ksx ds nksjku cs.mwjk us cppksa dks,d izdkj dh fqye fn[kkbz & igyh es a ghjks ds vkdzked O;ogkj ds fy, n.m] nwljh eas vkdzked O;ogkj ds fy, iqjldkj] rhljh esa u n.m u iqjldkja O;ogkj dk fujh{k.k djus ij ik;k x;k fd ml O;ogkj dk vuqdj.k de fd;k x;k ftlesa vkdzked O;ogkj ds fy, n.m FkkA 2-lkekftd vf/kxe fl)kar esa oa kkuqdze ij fopkj ugha fd;k x;k gsa lhek@deh
3& bfjdlu dk euksoskkfud fodkl dk fl)kar % thou ds O;ogkj ds 8 pj.k & vxys VkWfid ds fy, vxyh Qkby ns[ksaa ohfm;ks ds fy, U Tube ij Dr.ramkumarsingh lpz djsa] vfkok www.ramkumarsingh.com ls fyad izkir djsaa kqhkdkeukvksa lfgr vkidk % MkW- jkedqekj flag