Neo Behaviorism PDF

NEO BEHAVIORISM
Tolman and Bandura

NEO BEHAVIORISM
Tolman’s Purposive Bandura Social-Learning

Behaviorism Theory
Goal Directedness Principles
Cognitive Maps
Modeling
Latent Learning Four Conditions For

Effective Modeling
Intervening Variables
TOLMAN’S PURPOSIVE
BEHAVIORISM
Purposive behaviorism has also
been referred to as Sign Learning
Theory and is often seen the link
between Behaviorism and Cognitive
Theory. Tolman believed that learning
is a cognitive process.
TOLMAN’S KEY CONCEPTS
Goal-directedness 1 3 Latent learning
Cognitive maps
2 4 Intervening variables
GOAL-DIRECTEDNESS
• Individuals do more than merely
respond to stimuli;
• they act on beliefs, attitudes,
changing conditions, and they
strive towards goal.
COGNITIVE MAPS
Organism or Individual learned the
location and will select the shortest or
easiest path to achieve goal.
Ex. Going to school everyday.
LATENT LEARNING
Remains or stays with the
individual until needed. It is
outwardly manifested at once.
• Ex. A 2 yr. old handling remote for the first time.
INTERVENING VARIABLES
• Variables that are not readily seen but

serves as determinants of behavior.
• Learning is mediated or influenced by
expectations, perceptions,
representations, needs and other internal
or environmental variables.
• Ex. Experiment on Rats - Hunger
Learning is always purposive and goal-
directed.
Tolman asserted that learning is
always purposive and goal directed. He
believed individuals do more than
merely respond to stimuli; they act on
beliefs, attitudes, changing conditions,
and they strive toward goals.
TOLMAN’S PURPOSIVE BEHAVIORISM
The concept of intervening variable

variables that are not readily seen but
serves as determinants of behavior.
Tolman believed that learning is mediated
or is influenced by expectations,
perceptions, representations, needs and
other internal or environmental variables.
Reinforcement not essential for learning
Tolman concluded that
reinforcement is not essential for
learning, although it provides an
incentive for performance.
SOCIAL LEARNING THEORY
BY: ALBERT BANDURA
Learning takes place when

one person observes and
then imitates the behavior
of others
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 PRINCIPLES 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 learning theories.
HOW THE ENVIRONMENT
REINFORCES AND PUNISHES
MODELING
1.The observer is reinforce by the
model.
2.The observer is reinforce by a third
person. The observer migth be
modeling the actions of someone
else.
3. The imitated behavior itself leads to
reinforcing consequences. Many behaviors that
we learn from others produce satisfying or
reinforcing results.
4. Consequence of the model’s behavior affect
the observer’s behavior vicariously. This is
known as vicarious reinforcement.
CONTEMPORARY SOCIAL LEARNING PERSPECTIVE
OF REINFORCEMENT AND PUNISHMENT
1.Contemporary theory proposes that both

reinforcement and punishment have
indirect effects on learning.
2.Reinforcement and punishment
influence the extent to which an
individual exhibits a behavior that has
been learned.
• The expectation of reinforcement
influences cognitive process that
promote learning. Therefore, attention
pays a critical role in learning and
attention is influenced by the
expectation of reinforcement.
COGNITIVE FACTORS IN SOCIAL LEARNING
1.Learning without performance

2.Cognitive processing during learning
3.Expectations
4.Reciprocal Causation
5.Modeling
Behaviors can be learned through modeling

CONDITIONS NECESSARY FOR
EFFECTIVE MODELING TO OCCUR
1.Attention – the person must pay attention to

the model.
2.Retention – the observer must be able to
remember.
3.Motor reproduction – ability to replicate.
4.Motivation – learners must want to
demonstrate what they have learned.
EFFECTS OF MODELING
BEHAVIOR
1.Modeling teaches new behavior.

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 behaviors. Instead of using shaping which is
operant conditioning, modeling can provide a faster
more efficient means for teaching new behavior.
4. Teachers and parents must model appropriate
behaviors and take care that they do not model
inappropriate behaviors.
5. Teachers should expose students to variety of
other models. This technique is especially
important to breakdown traditional stereotypes.
Presented by:
Prof. Alberto R.Rocero

REFERENCE:
• Facilitating learning: A Metacognitive Process by
Maria Rita D. Lucas, Brenda B. Corpuz
(outcomes-based and K-12 based). Copyright
2014. Lorimar Publishing Inc. 2014

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NEO BEHAVIORISM

Tolman and Bandura

Tolman’s Purposive Bandura Social-Learning

Goal Directedness Principles

Latent Learning Four Conditions For

Goal-directedness 1 3 Latent learning

• Variables that are not readily seen but

The concept of intervening variable

Learning takes place when

1.People can learn by observing the behavior of

1.Contemporary theory proposes that both

1.Learning without performance

Behaviors can be learned through modeling

1.Attention – the person must pay attention to

1.Modeling teaches new behavior.

1. Students often learn a great deal simply by observing

Prof. Alberto R.Rocero

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