Neo Behaviorism

(Tolman and
Bandura)
What to learn?
1. Differentiate behaviorism and neo behaviorism
2. Discuss the concept of purposive behaviorism
3. Discuss the concept of Social Learning Theory
What is Neo Behaviorism?
• Neo Behaviorism - is a psychological theory that emphasizes the
role of observation and imitation in the learning of behavior, with
a focus on behavioral conditioning and cognitive processes.
• It is considered to be the second phase of behaviorism.
• The neo-behaviorists, then, were a transitional group, bridging the gap
between behaviorism and cognitive theories of learning.
Behaviorism, Neo behaviorism, Cognitive Theories
 Purposive Behaviorism Social Learning Theory
Edward Tolman Albert Bandura

Both theories are influenced by behaviorism (which is focused on external elements in learning), but their
principles seem to also be, reflective of the cognitive perspective (focused on more internal elements).
Purposive Behaviorism
• Edward Chace Tolman (April 14, 1886 –
November 19, 1959) was an American
psychologist and a professor of
psychology at the University of California,
Berkeley.
• Through Tolman's theories and works, he
founded what is now a branch of
psychology known as purposive
behaviorism.
Purposive Behaviorism
Trial and Error Learning
• First Group of Rats –
always received food at the
end of the maze.
• Second Group of Rats –
food was given on the 11th
day and onwards.
• Third Group of Rat –
never received any food
reward.
Purposive Behaviorism
Tolman’s Key Concept
1. Learning is always purposive and goal-directed.
• organisms, including humans, engage in learning and behavior for a
reason—they act with a specific purpose in mind.
• individuals are not passive responders to external stimuli;
• instead, they are active agents who make choices and decisions based
on their perceptions, beliefs, and attitudes.
Tolman’s Key Concept
2. Cognitive maps in rats
• Mental maps
• organisms, including rats, exhibit a tendency to choose the shortest or
easiest path to achieve a goal.
• This suggests a kind of efficiency in their behavior—they learn and
remember the overall layout of the environment to optimize their
navigation toward a known goal, taking the most direct route based on
their cognitive map.
Tolman’s Key Concept
3. Latent learning is a type of learning that happens without
reinforcement or motivation, and without immediate consequences
or penalties.
• It is the subconscious retention of information that may only become
evident when the information is needed later.
• Latent learning implies that one can learn from experience without
changing behavior until there is sufficient motivation to do so.
Tolman’s Key Concept
3. Latent learning
• Maze running rats, ones that did not
initially get a reward didn’t seem to
learn, but when they started being
rewarded their performance changed
drastically.
• Latent means hidden.
• Sometimes learning is not immediately
evident.
Tolman’s Key Concept
3. The concept of intervening variable. Intervening variables
are variables that are not readily seen but serve as
determinants of behavior. Tolman believed that learning is
mediated or is influenced by expectations, perceptions,
representations, needs and other internal or environmental
variables.
• Example, in his experiments with rats he found out that
hunger was an intervening variable.
Tolman’s Key Concept
4. Reinforcement is not essential for
learning.
In his studies, he observed that a rat was
able to acquire knowledge of the way
through a maze, i.e., to develop a
cognitive map, even in the absence of
reinforcement.
Social Learning Theory
• Social learning theory proposed that
learning occurs through observation,
imitation, and modeling and is influenced
by factors such as attention, motivation,
attitudes, and emotions.
• introduced by psychologist Albert Bandura
Social Learning Theory
• Behavioral theories of learning suggested that all
learning was the result of associations formed by
conditioning, reinforcement, and punishment,
• Bandura's social learning theory proposed that learning
can also occur simply by observing the actions of others.
General principles of Social Learning Theory

[Link] can learn by observing the behavior of others and the

outcomes of those behaviors.
[Link] can occur without a change in behavior.
[Link] plays a role in learning.
[Link] learning theory can be considered a bridge or a
transition between behaviorist learning theories and
cognitive learning theories.
How the environment reinforces and punishes modeling

1. The observer is reinforced by the model.

2. The observer is reinforced by a third person.
3. The imitated behavior itself leads to reinforcing consequences.
4. Consequences of the model's behavior affect the observer's behavior
vicariously.
How the environment reinforces and punishes modeling

1. The observer is reinforced by the model.

• The observer is likely to be reinforced when they imitate a behavior modeled
by someone else. If the model's behavior leads to positive outcomes or
rewards, the observer may be more inclined to repeat the behavior.

• Example: Imagine a child watching their older sibling successfully tie their
shoelaces. The older sibling praises the child when they manage to do it
themselves. The positive reinforcement from the successful model encourages
the child to continue practicing and mastering the skill of tying shoelaces.
How the environment reinforces and punishes modeling

2. The observer is reinforced by a third person.

• In some cases, a third person (someone other than the model or the observer)
may provide reinforcement for the observer's behavior. This reinforcement
could be in the form of praise, approval, or other positive responses.
• Example: In a classroom setting, a student observes another student
consistently completing their homework and receiving praise from the teacher.
The observing student, seeking approval from their classmates, decides to
emulate the behavior by diligently completing their own assignments to gain
positive recognition from peers.
How the environment reinforces and punishes modeling

3. The imitated behavior itself leads to reinforcing consequences.

• The consequences of the imitated behavior play a crucial role in the learning
process. If the behavior leads to positive outcomes, the observer is more likely
to continue or repeat that behavior. Conversely, if the consequences are
negative, the observer may be less inclined to imitate the behavior.
• Example: Consider a workplace where employees who consistently meet
deadlines are rewarded with bonuses or recognition. An employee observes a
colleague who is always punctual and receives these rewards. As a result, the
observer adopts the behavior of meeting deadlines to also enjoy the reinforcing
consequence of bonuses and recognition.
How the environment reinforces and punishes modeling

4. Consequences of the model's behavior affect the observer's behavior

vicariously.
• The observer doesn't necessarily have to experience the consequences firsthand; they
can learn from the outcomes of the model's behavior. If the model's actions result in
positive consequences, the observer may be motivated to imitate similar behaviors.
On the other hand, if the model faces negative consequences, the observer may be
deterred from replicating those behaviors.
• Example: Suppose a teenager observes their friend experimenting with substance
abuse and witnessing the negative consequences, such as declining academic
performance and strained relationships. Even though the observer didn't engage in the
behavior themselves, they are vicariously affected by the negative outcomes, leading
them to avoid similar behaviors.
Cognitive factors in social learning
1. Learning without performance: Bandura makes a distinction between learning through
observation and the actual imitation of what has been learned. This is similar to
Tolman's latent learning.
2. Cognitive processing during learning: Social learning theorists contend that attention is
a critical factor in learning.
3. Expectations: As a result of being reinforced, people form expectations about the
consequences that future behaviors are likely to bring. They expect certain behaviors to
bring reinforcement and others to bring punishment. The learner needs to be aware,
however, of the response reinforcements and response punishment. Reinforcement
increases a response only when the learner is aware of that connection.
4. Reciprocal causation: Bandura proposed that behavior can influence both the
environment and the person. In fact, each of these three variables, the person, the
behavior, and the environment can have an influence on each other.
5. Modeling: There are different types of models. There is the live model, an actual
person demonstrating the behavior. There can also be a symbolic model, which can be
a person or action portrayed in some other medium, such as television, videotape, or
computer programs.
Conditions necessary for effective modeling
to occur
Attention

Retention

Motor Reproduction

Motivation
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 behaviors and decrease inappropriate ones. This can involve
discussing with learners about the rewards and consequences of various
behaviors.
3. Modeling provides an alternative to shaping for teaching new behaviors. Instead
of using shaping, which is, operant conditioning, modeling can provide a faster,
more efficient means for teaching new behavior. To promote effective modeling,
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.