MODULE 8 NEO

BEHAVIORISM:TOLMAN AND
BANDURA

NEO BEHAVIORISM
PEOPLE CREATE MENTAL MAPS OF THINGS
THEY PERCEIVED.
MENTAL MAPS,HELP INDIVIDUAL TO
RESPOND OTHER THINGS OR TASK LATER
IF THEY SEE SIMILARITY. EX.MAZE ACTIVITY
BEHAVIORISTIC- RESPONDING BY TRIAL
AND ERROR.
COGNITIVE PERSPECTIVE-RESPONSE
BECOMES INTERNALLY DRIVEN.

TWO THEORIES REFLECTING NEO

BEHAVIORISM
1. EDWARD TOLMANS PURPOSIVE
BEHAVIORISM
2. ALBERT BANDURAS SOCIAL LEARNING
THEORY
. THESE THEORIES WERE INFLUENCED BY
BEHAVIORISM (FOCUSED ON EXTERNAL
ELEMENTS) BUT THEIR PRINCIPLES SEEM
ALSO TO BE REFLECTIVE ON THE
COGNITIVE PERSPECTIVE (FOCUSED MORE
OIN INTERNAL ELEMENTS)

TOLMANS PURPOSIVE
BEHAVIORISM
CALLED AS SIGN LEARNING THEORY
LINK BET.BEHAVIORISM AND
COGNITIVE THEORY
TOLMANS THEORY WAS FOUNDED
ON TWO PSYCHOLOGICAL
VIEWS;GESTALT PSYCHOLOGIST AND
JOHN WATSON,THE BEHAVIORIST.

TOLMANS PURPOSUVE
BEHAVIORISM
TOLMANS FORM OF BEHAVIOR
STRESSED THAT REL.BETWEEN
STIMULI RATHER THAN STIMULUS
RESPONSE.
NEW STIMULUS (SIGN) BECOMES
ASSOCIATED WITH ALREADY
MEANINGFUL STIMULI (SIGNIFICATE).
EX. MAZE A (SIGNIFICATE);MAZE B
(SIGN)

TOLMANS KEY CONCEPT

LEARNING IS ALWAYS PURPOSIVE
AND GOAL-DIRECTED.
COGNITVE MAPS IN RATS TOLMANS
FAMOUS EXPERIMENTS.
LATENT LEARNING
CONCEPT OF INTERVENING VARIABLE
REINFORCEMENT NOT ESSENTIAL
FOR LEARNING.

ALBERT BANDURAS SOCIAL

LEARNING THEORY
FOCUSES ON THE LEARNING THAT
OCCURS WITHIN A SOCIAL CONTEXT.
GEN.PRINCIPLES OF SOCIAL LEARNING
THEORY:
1. PEOPLE CAN LEARN BY OBSERVING
THE BEH.OF OTHERS AND THE
OUTCOME OF THOSE BEHAVIORS.
2. LEARNING CAN OCCUR WITHOUT A
CHANGE IN BEHAVIOR.

GEN.PRINCIPLES OF SOCIAL LEARNING THEORY

3.COGNITION PLAYS A ROLE IN

LEARNING.
4.SOCIAL LEARNING THEORY CAN BE A
BRIDGE OR A TRANSITION
BET.LEARNING AND COGNITIVE
THEORIES.

HOW THE ENVIRONMENT REINFORCES

AND PUNISHES MODELLING
THE OBSERVER REINFORCED BY THE
MODEL.
THE OBSERVER REINFORCED BY A
THIRD PERSON.
THE IMITATED BEH.ITSELF LEADS THE
REINFORCING CONSEQUENCES.

CONTEMPORARY SOCIAL LEARNING PERSPECTIVE

OF REINFORCEMENT AND PUNISHMENT

1.CONTEMPORARY THEORY PROPOSES

THAT BOTH REINFORCEMENT AND
PUNISHMENT HAVEINDIRECT
EFFETCS IN LEARNING.
2.THE EXPECTATION OF
REINFORCEMENT INFLUENCES
COGNITIVE PROCESSES THAT
PROMOTE LEARNING.

COGNITIVE FACTORS IN SOCIAL

LEARNING
1.LEARNING WITHOUT PERFORMANCE
2.COGNITIVE PROCESSING DURING
LEARNING
3.EXPECTATIONS
4.RECIPROCAL CAUSATIONS
5.MODELLING
TYPES OF MODEL:
1.LIVE MODELACTUAL PERSONS
DEMONSTRATING BEH.

TYPES OF MODEL
2.SYMBOLIC MODELACTION
PORTRAYED IN SOME OTHER MEDIUM
SUCH AS T.V,VIDEOTAPE,COMPUTER
PROGRAMS.
CONDITIONS NECESSARY FOR
EFFECTIVE MODELLING TO OCCUR:
1.ATTENTION
4.MOTIVATION
2.RETENTION
3.MOTOR REPRODUCTION

EFFECTS OF MODELLING
BEHAVIOR
TEACHES NEW BEHAVIOR
INFLUENCES THE FREQUENCY OF
PREVIOUSLY LEARNED BEHAVIOR.
ENCOURAGED PREVIOUSLY
FORBIDDEN BEHAVIORS.
INCREASES THE FREQUENCY OF
SIMILAR BEHAVIORS.

EDUCATIONAL IMPLICATIONS OF SOCIAL

LEARNING THEORY (CLASSROOM USE)

1. STUDENTS OFTEN LEARN A GREAT

DEAL SIMPLY BY OBSERVING OTHER
PEOPLE.
2. DESCRIBING THE CONSEQUENCES
OF BEHAVIORS CAN EFFECTIVELY
INCREASE THE APPROPRIATE AND
INAPPROPRIATE BEHAVIORS.
3. MODELLING PROVIDES AN
ALTERNATIVE TO SHAPING FOR
TEACHING NEW BEHAVIORS.