Module in Facilitating Learning
MODULE 8. NEO BEHAVIORISM: TOLMAN AND BANDURA
Overview:
With new researches, explanations provided by the basic principles of
behaviourism appeared not to satisfy all learning scenarios. New theories came into
view which maintained some of the behaviourist 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 between
behaviourism and cognitive theories of learning.
Learning Outcomes:
1. Explain Tolman’s purposive behaviourism.
2. Explain Bandura’s social learning theory.
3. Give specific applications of each theory in teaching.
Discussion:
Tolman’s Purposive Behaviorism
It is also been referred to as Sign Learning Theory and is often unite 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’s Key Concept
Learning is always purposive and goal- directed
Cognitive Map
Latent Learning
The concept of interesting variable
Reinforcement not essential for learning
ALBERT BANDURA’S SOCIAL LEARNING THEORY
Social Learning Theory focuses on the learning that occurs within a social
context. People learn from one another such as observational learning, imitation
and modeling.
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Module in Facilitating Learning
General Principles of Social Learning Theory
1. Learn by observing.
2. Learning can occur through observation alone, without a change in behavior.
3. Cognition plays a role in learning.
4. Transition between behaviorism and cognitive learning theory.
Environment Reinforces Modelling
in several Possible ways:
1. By the model
2. By the third person
3. By the imitated behavior itself produce satisfying.
4. By the vicarious reinforcement.
Contemporary Social Learning Perspective of Reinforcement and Punishment
1. Contemporary Theory purposes that reinforcement and punishment have
indirect effects on learning.
2. Reinforcement and Punishment influence the result of individuals’ behavior
that has been learned.
3. The expectation of reinforcement influences cognitive processes.
Cognitive Factors in Social Learning Theory
1. Learning Without Performance
2. Cognitive Processing During Learning
3. Expectations
4. Reciprocal Causation
5. Modelling
Conditions necessary for effective modelling to occur
-Bandura mentions four conditions that are necessary before an individual can
successfully model the behavior of someone else:
1. Attention
2. Retention
3. Motor Reproduction
4. Motivation
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Module in Facilitating Learning
Effects of Modelling on Behavior:
1. Modelling teaches new behaviors.
2. Modelling influences the frequency of previously learned behaviors.
3. Modelling may encourage previously forbidden behaviors.
4. Modelling increases the frequency of similar behaviors.
Educational Implications of Social Learning Theory
1. Students often learn a great deal simply by observing other people.
2. Describing the consequences of behavior can effectively increase the
appropriate behavior and decrease inappropriate ones.
3. Modelling provides an alternative to shaping for teacher new behavior. To
promote effective modelling a teacher must make sure that the four essential
conditions exist; attention, retention, motor reproduction and motivation.
4. Teachers and parents must model appropriate behaviors and take care that
they do not model inappropriate behaviors.
5. Teachers should expose students to a variety of other models. This technique
is especially important to break down traditional stereotypes.
Exercises/Drills:
1. Choose 3 key concepts of Bandura’s social learning theory and state how
you apply the concepts as you teach.
2. State a personal message derived from the key concepts of Tolman’s
purposive behaviourism.
Evaluation:
1. Explain Tolman’s Purposive Behaviorism
2. Explain Bandura’s Social Learning Theory
3. Give at least one teaching application of each theory.
Please watch this video for additional information
[Link]
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Module in Facilitating Learning
References:
Maria Rita, D. L. (2014). Facilitating Learning: A Metacognitive Process: Lorimar
Publishing
Brawner, D.G. (2018). Facilitating Learner-Centered Teaching. Adriana Publishing Co.
Inc.
Weibell, C. J. (2011). Principles of learning: 7 principles to guide personalized, student-
centered learning in the technology-enhanced, blended learning environment
[Link]
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