4• ckydksa dk ekufld LokLF; ,oa O;ogkj laca/kh leL;k,aAesaVy gSYFk lkbal@esaVYk gkbZthu ,.M fogsfo;j

1- ekufld LokLF; @Mental Hygiene HkkSfrdoknh ;qx dh ;g ,d eq[; leL;k gSA “kkjhfjd jksxksads 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 lsLoLFk gksA blh ls mldk lkekftd O;ogkj izHkkfor gksrk gSA

3- ekufld LokLF; foKku og foKku gS ftlesa ekufld vkSj Luk;qfod fod`fr;ksa dh jksdFkke vkSjfujkdj.k ds og lHkh lk/ku vkrs gSa ftuesa LokLF;] O;fDrRo fodkl] vf/kdkf/kd dk;Z{kerk vkSjlq[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] laosxkRedfLFkfr] 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/keuksoSKkfud mik;] ckyd dk mfpr ykyu&ikyu] fd”kksjkoLFkk f”k{kk] laosxkRed vfHkO;fDr ¼F;kSjhvkWQ 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 onprimary 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 Somethingo 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 -> EatDrive Cue Response Drivereduction vkOk”;drk ls O;gkj vkSj vf/kxe@lh[kus dh izfdz;k ds pkj pj.k %

o 1-vfHkiszj.kk@vUruksZno 2-ladsrd@mn~nhido 3-izR;qRrj@O;ogkjo 4-iqucZyu@iqjLdkj

uksV % DykdZ fy;ksukMZ gy dk fl)kar & ^^var%izsj.kk vf/kxe vkSj O;ogkj dk ewy gS** MªkbofjMsD”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

gSASocial learning theory posits that learning is-a cognitive process thattakes place in a social context and can occur purely through observationor direct instruction, even in the absence of motor reproduction ordirect reinforcement.[1] In addition to the observation of behavior, learningalso occurs through the observation of rewards and punishments, aprocess known as vicarious reinforcement. The theory expands ontraditional behavioral theories, in which behavior is governed solely byreinforcements, by placing emphasis on the important roles of variousinternal processes in the learning individual.[2]

In science, cognition is the set of all mental abilitiesand processes related to knowledge: attention, memory & workingmemory, judgement & evaluation, reasoning & "computation", problemsolving & 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 gSAbl 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[kdjvuqHko }kjk lh[kus dh izfdz;k ds vax cu tkrs gSaA ;gh lkekftd vf/kxe gSAand conceptual (like a model of a language). Cognitive processes useexisting knowledge and generate new knowledge.

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 -> EatDrive Cue Response Drivereduction vkOk”;drk ls O;gkj vkSj vf/kxe@lh[kus dh izfdz;k ds pkj pj.k %

o 1-vfHkiszj.kk@vUruksZno 2-ladsrd@mn~nhido 3-izR;qRrj@O;ogkjo 4-iqucZyu@iqjLdkj

uksV % DykdZ fy;ksukMZ gy dk fl)kar & ^^var%izsj.kk vf/kxe vkSj O;ogkj dk ewy gS** MªkbofjMsD”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

gSASocial learning theory posits that learning is-a cognitive process thattakes place in a social context and can occur purely through observationor direct instruction, even in the absence of motor reproduction ordirect reinforcement.[1] In addition to the observation of behavior, learningalso occurs through the observation of rewards and punishments, aprocess known as vicarious reinforcement. The theory expands ontraditional behavioral theories, in which behavior is governed solely byreinforcements, by placing emphasis on the important roles of variousinternal processes in the learning individual.[2]

In science, cognition is the set of all mental abilitiesand processes related to knowledge: attention, memory & workingmemory, judgement & evaluation, reasoning & "computation", problemsolving & 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 gSAbl 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[kdjvuqHko }kjk lh[kus dh izfdz;k ds vax cu tkrs gSaA ;gh lkekftd vf/kxe gSAand conceptual (like a model of a language). Cognitive processes useexisting knowledge and generate new knowledge.

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 -> EatDrive Cue Response Drivereduction vkOk”;drk ls O;gkj vkSj vf/kxe@lh[kus dh izfdz;k ds pkj pj.k %

o 1-vfHkiszj.kk@vUruksZno 2-ladsrd@mn~nhido 3-izR;qRrj@O;ogkjo 4-iqucZyu@iqjLdkj

uksV % DykdZ fy;ksukMZ gy dk fl)kar & ^^var%izsj.kk vf/kxe vkSj O;ogkj dk ewy gS** MªkbofjMsD”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

gSASocial learning theory posits that learning is-a cognitive process thattakes place in a social context and can occur purely through observationor direct instruction, even in the absence of motor reproduction ordirect reinforcement.[1] In addition to the observation of behavior, learningalso occurs through the observation of rewards and punishments, aprocess known as vicarious reinforcement. The theory expands ontraditional behavioral theories, in which behavior is governed solely byreinforcements, by placing emphasis on the important roles of variousinternal processes in the learning individual.[2]

In science, cognition is the set of all mental abilitiesand processes related to knowledge: attention, memory & workingmemory, judgement & evaluation, reasoning & "computation", problemsolving & 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 gSAbl 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[kdjvuqHko }kjk lh[kus dh izfdz;k ds vax cu tkrs gSaA ;gh lkekftd vf/kxe gSAand conceptual (like a model of a language). Cognitive processes useexisting knowledge and generate new knowledge.

Social learning theory integrated behavioral and cognitive theories oflearning in order to provide a comprehensive model that could accountfor the wide range of learning experiences that occur in the real world. Asinitially outlined byBandura and Walters in 1963[1] and further detailed in 1977,[8] key tenetsof 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 takesplace in a social context.

^^vf/kxe fo”kq) :i ls O;ogkjijd ugha gS] vfirq ;g laKkukRed izfdz;k Hkh gS tks lkekftd lanHkZikdj lEiUu gksrh gSA**

2. Learning can occur by observing a behavior and by observing theconsequences 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 cukusdk fu”p; fd;kA ;g lkekftd vf/kxe gSA

3. Learning involves observation, extraction of information from thoseobservations, and making decisions about the performance of the behavior(observational learning or modeling). Thus, learning can occur withoutan 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/kxedrkZO;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 responsiblefor 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 learningby 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 instructsthe 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 fictionalcharacters.

Exactly what information is gleaned from observation is influenced by thetype of model, as well as a series of cognitive and behavioral processes,including:[3]

1-Attention /;ku ] vo/kkuIn order to learn, observers must attend to the modeled behavior. Attentionis impacted by characteristics of the observer (e.g., perceptual abilities,cognitive abilities, arousal,tkxzr past performance) and characteristics of thebehavior or event (e.g., relevance, novelty, affective valence, and functionalvalue).

2-Retention /kkj.kIn order to reproduce an observed behavior, observers must be able toremember features of the behavior. Again, this process is influenced byobserver characteristics (cognitive capabilities, cognitive rehearsal) andevent characteristics (complexity).

3-Reproduction iqu#Riknu@vuqdk;ZTo reproduce a behavior, the observer must organize responses inaccordance with the model. Observer characteristics affecting reproductioninclude physical and cognitive capabilities and previous performance.

4-Motivation vfHkizsj.kkThe decision to reproduce (or refrain from reproducing) an observedbehavior 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 esa ghjks dsvkdzked O;ogkj ds fy, n.M] nwljh eas vkdzked O;ogkj ds fy, iqjLdkj] rhljh esa u n.M u iqjLdkjAO;ogkj dk fujh{k.k djus ij ik;k x;k fd ml O;ogkj dk vuqdj.k de fd;k x;k ftlesa vkdzkedO;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] vFkokwww.ramkumarsingh.com ls fyad izkIr djsaA “kqHkdkeukvksa lfgr vkidk % MkW- jkedqekj flag