Module 8

Neo Behaviorism:
Tolman and
Bandura
INTRODUCTION
With 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 1
Working on MAZE
 Neo Behaviorism

Tolman’s Bandura’s
Purposive Behaviorism Social Learning Theory

Goal - Directedness Principles

Cognitive Maps Modeling

Four Conditions for

Latent Learning
effective Modeling

Intervening Variables
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 Concepts
Learning 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 Concepts
Cognitive 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 Concepts
Latent 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 THEORY
1. 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 MODELING

People 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 MODELING

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

2. 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 LEARNING
1. 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 MODELING
Many 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
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.
Reporter:
Tintin Rodriguez Morales
BSE II –MF
Holy Child Jesus College