NEO BEHAVIORISM:

TOLMAN AND BANDURA

NEO BEHAVIORISM

•It has aspects of behaviorism but is

also reaches out to the cognitive
perspective.
 TWO THEORIES REFLECTING NEOBEHAVIORISM
THAT STANDS OUT:

1.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 believed that learning is a cognitive process. Learning involves forming beliefs and
obtaining knowledge about the environment and then revealing that knowledge through
purposeful and goal-directed behavior.
- Tolman stated in his sign theory that an organism learns by pursuing signs to a goal, i.e.,
learning is acquired through meaningful behavior.
• Tolman’s Key Concept
1.Learning is always purposive and goal-directed. - He believed that individual act on beliefs, changing
conditions and they strive toward goals.
2. Cognitive maps in rats.-organisms will select the shortest or easiest path to achieve a goal.
3.Latent learning-is a kind of learning that remains or stays with the individual until needed.
4. The concept of interviewing variable- are variables that are not readily seen but serve as
determinants of behavior.
5. Reinforcement not essential for learning-Tolman concluded that reinforcement is not essential for
learning, although it provides an incentive for performance.
2. 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 PRINCIPLES OF SOCIAL LEARNING
THEORY
• People can learn by observing the behavior of others and the outcomes of those
behaviors.
• Learning can occur without a change in behavior. Behaviorists say that learning has to be
represented by a permanent change in behavior, in contrast social learning theorists say that
since people can learn through observation alone, their learning may not necessarily be
shown in their performance.
• Cognition plays a role in learning.
• Social learning theory can be considered a bridge of transition between behaviorist
learning theories and cognitive learning theories.
HOW THE ENVIRONMENT REINFORCES AND
PUNISHES MODELING
• The observer is reinforced by the model.
• The observer is reinforced by a third person.
• The imitated behavior itself leads to reinforcing consequences.
• Consequences of the model’s behavior affect the observer’s
behavior vicariously.
 CONTEMPORARY SOCIAL LEARNING PERSPECTIVE
OF REINFORCEMENT AND PUNISHMENT

• Contemporary theory proposes that both reinforcement and punishment

have indirect effects on learning. They are not the sole or main cause.
• 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.
 COGNITIVE FACTORS IN SOCIAL LEARNING

• Learning without performance.

• Cognitive processing during learning.
• Expectations
• Reciprocal causation.
• Modeling
 BEHAVIORS THAT CAN BE LEARNED THROUGH
MODELING

• Many behaviors can be learned, at least partly through modeling. Examples

that can be cited are, students can watch parents read, students can watch
the demonstrations of mathematics problems, or see someone act
bravely in a fearful situation. Aggression can be learned through models.
Moral thinking and moral behavior are influenced by observation and
modeling. This includes moral judgements regarding right and wrong which
can in part develop through modeling.
CONDITIONS NECESSARY FOR EFFECTIVE
MODELING TO OCCUR

• Attention
• Retention
• Model reproduction
• Motivation
EFFECTS OF MODELING ON BEHAVIOR

• Modeling teaches new behaviors.

• Modeling influences the frequency of previously learned
behaviors.
• Modeling may encourage previously forbidden behaviors.
• Modeling increases the frequency of similar behaviors.
 EDUCATIONAL IMPLICATIONS OF SOCIAL
LEARNING THEORY
• Students often learn a great deal simply by observing other people.
• Describing the consequences of behavior can effectively increase the appropriate
behaviors and decrease inappropriate ones. This can involve discussing with learners about
the rewards and consequences of various behaviors.
• Modeling provides an alternative to shaping for teaching new behaviors
• Teachers and parents must model appropriate behaviors and take care that they do not
model inappropriate behaviors.
• Teachers should expose students to a variety of other models.