MODULE 8

NEO BEHAVIORISM:
TOLMAN AND BANDURA
NEO-BEHAVIORISM
is a school of thought in psychology that emerged as a response to the
limitations of classical behaviorism, which primarily focused on observable
behaviors and ignored cognitive processes. Two key figures associated with
neo-behaviorism are Edward C. Tolman and Albert Bandura.

Edward C. Tolman
(Purposive Behaviorism):

Purposive behaviorism, developed by Edward C. Tolman, emphasizes goal-

directed behaviors, introducing cognitive elements like cognitive maps and
latent learning to challenge classical behaviorism and provide a more
comprehensive understanding of how individuals actively pursue goals
through cognitive processes.
Goal-Directed Behavior:
Tolman emphasized that organisms engage in purposeful actions to
achieve specific goals, shifting the focus from mere stimulus-response
associations.
Cognitive Maps:
He introduced the concept of cognitive maps, suggesting individuals create
mental representations of their environment to navigate purposefully,
emphasizing the cognitive aspect of behavior.
Latent Learning:
Tolman proposed latent learning, suggesting that learning can occur
without immediate reinforcement, challenging the classical behaviorist idea
that reinforcement is essential for all learning.
Intervening Variables:
His emphasis on intervening variables, such as cognitive processes,
highlighted the importance of internal mental states in guiding behavior,
challenging the strict behaviorist framework.
 Albert Bandura's
Social Learning Theory:

posits that individuals learn not only through direct

experiences but also by observing and imitating the behaviors
of others. Emphasizing the role of modeling, reinforcement,
and cognitive factors, this theory highlights the dynamic
interaction between behavior, environment, and internal
mental processes in shaping learning and behavior.
Albert Bandura
1. Principles
Bandura's theory emphasizes that learning is not limited to direct experiences
but also occurs through observation, imitation, and modeling of others.
2. Modeling
Individuals learn by observing and imitating the behaviors of others, known as
modeling. This extends beyond imitating specific actions to encompass adopting
attitudes, emotional responses, and new styles of behavior.
3. Reinforcement and Management
. Social learning involves the influence of reinforcement and punishment.
Observing the consequences of a model's behavior can affect an individual's
likelihood of imitating that behavior.
4. Cognitive Factors in Social Learning:
Bandura highlighted the role of cognitive factors, such as attention, memory, and
motivation, in determining whether observed behaviors are learned and reproduced.
5. Behaviors That Can Be Learned Through Modeling:
Bandura proposed that a wide range of behaviors, including complex and novel
ones, can be acquired through modeling, demonstrating the versatility and power of
observational l
earning.
Four Conditions for Effective Modeling:

The observer must

1. Attention: pay attention to the model.

The observer needs to

2. Retention remember the observed behavior.

The observer must have the

3. Reproduction
capability to reproduce the behavior.

The observer is more likely to imitate the behavior if

4. Motivation there is a motivation, such as reinforcement or
identification with the model.
 Effects of Modeling Behavior:
Observational learning, a key aspect of social learning theory, can lead to the
acquisition of new behaviors, attitudes, and emotional responses through
imitation of models, influencing individuals to adopt and reproduce observed
actions in various contexts.

Educational Implications
of Social Learning Theory:
In education, acknowledging the role of observational learning underscores
the importance of providing positive role models, fostering a conducive learning
environment, and emphasizing the modeling of desired behaviors to enhance
students' acquisition of knowledge, skills, and attitudes.