NEO BEHAVIORISM
''TOLMAN and BANDURA''
Tolman's Purposive Behaviorism
Purposive Behaviorism- has also been referred to as sign learning theory
and is often seen as the link between behaviorism and cognitive theory.
*Tolman's theory was founded on two psychological views: those of the
Gestalt psychologists and those of Jhon Watson the behaviorist.
*Tolman's key concepts
Learning is always purposive and
goal directed- Tolman asserted that learning is always purposive and
goal-directed. He held the motion that an
organism acted or responded for some adaptive purpose.
Cognitive maps in rats- In his most famous experiment and also called
''Learn Locatoin''.
Latent Learning- is a kind of learning that remains or stays with the
individual until needed. It is learning that is not outwardly manifested at
once.
The concept of intervening variables- is variables that are not readily
seen but serve as determinants of behavior.
Reinforcement not essential for learning- Tolman concluded that
reinforcement is not essential for learning, although it provides an incentive
for performance.
Albert Bandura's Social learning theory
Social learning theory focuses
on the learning that occurs within a social context. It considers that people
learn from one another, including such concepts as observational learning,
imitation and modeling.
GENERAL PRINCIPLE OF SOCIAL LEARNING THEORY
1. People can learn by observing the
behavior of others and the outcomes of those behaviors.
2. Learning can occur without a change in behavior.
3. Cognition plays a role in learning.
4. Social learning theory can be considered a bridge or a transition
between behaviorist learning theories and cognitive theories.
HOW THE ENVIRONMENT REINFORCE AND PUNISHES MODELING
People are often reinforced for
modeling the behavior of others. Bandura suggested that the environment also
reinforces modeling. This is in several possible ways:
1. The observer is reinforced by the model.
2. The observer is reinforced by a third person.
3. The imitated behavior itself leads to reinforcing consequences.
4. Consequences of the model's behavior affect the observer's behavior
vicariously.
CONTEMPORARY SOCIAL LEARNING PERSPECTIVE OF REINFORCEMENT AND PUNISHMENT
1. Contemporary theory proposes that
reinforcement and punishment have indirect effects on learning. They are
not sole or main cause.
2. Reinforcement and punishment influence the extent to which an individual
exhibits a behavior that has been learned.
3. The expectation of reinforcement influences cognitive process that
promote learniing.
COGNITIVE FACTORS IN SOCIAL LEARNING
1. Learning without performance
2. Cognitive processing during learning
3. Expectations
4. Reciprocal causation
5. Modeling
CONDITIONS NECESSARY FOR EFFECTIVE MODELING TO OCCUR
1.Attention
2. Retention
3. Motor reproduction
4. Motivation
Effects of modeling on behavior:
1. Modeling teaches new behaviors.
2. Modeling influences the frequency of previously learned behaviors.
3. Modeling may encourage previously forbidden behaviors.
4. Modeling increases the frequency of similar behaviors.
EDUCATIONAL IMPLICATIONS OF SOCIAL LEARNING THEORY
1. Students often learn a great deal simply by observing other people.
2. Describing the consequences of behavior can effectively increase the
appropriate behaviors and decrease inappropriate ones.
3. Modeling provides an alternative to shaping for teaching new behaviors.
4. Teachers and parents must model appropriate behaviors and take care that
they do not model inappropriate behaviors.
5. Teachers should expose students to a variety of other models.This
technique is specially important to break down traditional stereotypes.
Reflection:
In this lesson Bandura beleived that learning comes from socialization and social context. While Tolman is not favor in reinforcement which was delayed rewards.
