neo behaviorism by tolman and bandura

Module 8

Neo Behaviorism: Tolman and Bandura

INTRODUCTIONWith new researches, explanations provided but the basic principles of behaviorism appeared not satisfy all learning scenarios. New theories came into view which maintained some of the behaviorist concepts but excluded others, and added new ideas which later came to be associated with the cognitive views of learning. The neo-behaviorists, then, were a transitional group, bridging the gap behaviorism and cognitive theories of learning.

Activity 1Working on MAZE

Neo Behaviorism

Tolman’s Purposive Behaviorism

Bandura’sSocial Learning Theory

Goal - Directedness

Cognitive Maps

Latent Learning

Intervening Variables

Four Conditions for effective Modeling

Modeling

Principles

Tolman’s Purposive Behaviorism

AKA “ Sign Learning Theory ”

Learning is a cognitive process

Learning is acquired through meaningful behavior

“ The stimuli which are allowed in are not connected by just simple one-to-one switches to the outgoing responses. Rather the incoming impulses are usually worked over and elaborated in the central control room into a tentative cognitive like map of the environment.”

A new stimulus ( the sign)

becomes associated with already meaningful stimuli (the significant) through a series of pairings; there was no need for reinforcement in order to establish learning.

Tolman’s Key ConceptsLearning is always purposive and goal

– directed Individuals do more

than merely respond to stimuli; they act on beliefs, attitudes, changing conditions, and they strive towards goal.

Tolman’s Key ConceptsCognitive Maps

Famous experiment on rats concluded that Organism or Individual to be exact learned the location and will select the shortest or easiest path to achieve goal.

Ex. Going to school everyday.

Tolman’s Key ConceptsLatent Learning

Learning that remains or stays with the individual until needed.

Learning that is outwardly manifested at once.

Ex. A 2 yr. old handling remote for the first time.

Tolman’s Key Concepts The Concept of

Intervening Variable 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

Tolman’s Key Concepts Reinforcement Not

Essential for Learning Reinforcement is not

essential for learning, although it provides an incentive for performance.

Ex. Rats acquired knowledge of the way through maze in the absence of reinforcement.

Activity 2

Reading a News Article

10-Year-Old Boy in Texas Hangs Himself After Watching

Saddam Execution

TYPES OF OBSERVATIONAL LEARNING EFFECTS

GENERAL PRINCIPLES OF SOCIAL LEARNING THEORY1. People can learn by observing the

behavior of the 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 ENVIRONMENT AND PUNISHES MODELINGPeople are often to reinforced for modeling the behavior of others. Bandura suggested that the environment also reinforces modeling. This is in several possible ways:

HOW ENVIRONMENT AND PUNISHES MODELING1. The observer is reinforced by the model

HOW ENVIRONMENT AND PUNISHES MODELING2. The observer reinforce by a third person.

HOW ENVIRONMENT AND PUNISHES MODELING

3. The imitated behavior itself leads to reinforcing consequences.

HOW ENVIRONMENT AND PUNISHES MODELING

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 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.

3. The expectation of reinforcement influences cognitive process that promote learning.

COGNITIVE FACTORS IN SOCIAL LEARNING1. Learning without performance

(through observation and actual imitation)

2. Cognitive processing during learning (attention)

3. Expectations (consequences)

4. Reciprocal causation (person, behavior and environment)

5. Modeling (live models and symbolic models)

BEHAVIOR THAT CAN BE LEARNED THROUGH MODELINGMany behaviors can be learned at least

party, through modeling.

Aggression can be learned through models.

Moral thinking and moral behavior are influence by observation and modeling.

Moral judgment regarding right and wrong which can, in part, develop through modeling.

FOUR ELEMENTS OF OBSERVATIONAL LEARNING

FOUR ELEMENTS OF OBSERVATIONAL LEARNING

FOUR ELEMENTS OF OBSERVATIONAL LEARNING

FOUR ELEMENTS OF OBSERVATIONAL LEARNING

EFFECTS OF MODELING BEHAVIOR1. 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.

Reporter:Tintin Rodriguez MoralesBSE II –MFHoly Child Jesus College