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Neo Behaviorism: Tolman & Bandura Insights

This document summarizes two theories of neo-behaviorism: Edward Tolman's purposive behaviorism and Albert Bandura's social learning theory. Tolman's theory proposed that learning is always goal-directed and involves cognitive maps. He believed reinforcement was not necessary for learning. Bandura's social learning theory focused on learning through observing others and proposed that cognition plays a role in learning without performance changes. Both theories were influenced by behaviorism but incorporated more internal cognitive elements.

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Pen Tura
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2K views14 pages

Neo Behaviorism: Tolman & Bandura Insights

This document summarizes two theories of neo-behaviorism: Edward Tolman's purposive behaviorism and Albert Bandura's social learning theory. Tolman's theory proposed that learning is always goal-directed and involves cognitive maps. He believed reinforcement was not necessary for learning. Bandura's social learning theory focused on learning through observing others and proposed that cognition plays a role in learning without performance changes. Both theories were influenced by behaviorism but incorporated more internal cognitive elements.

Uploaded by

Pen Tura
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd

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. [Link] 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 [Link] 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 [Link]
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.
[Link] OF SOCIAL LEARNING
THEORY:
1. PEOPLE CAN LEARN BY OBSERVING
THE [Link] OTHERS AND THE
OUTCOME OF THOSE BEHAVIORS.
2. LEARNING CAN OCCUR WITHOUT A
CHANGE IN BEHAVIOR.

[Link] OF SOCIAL LEARNING THEORY

[Link] PLAYS A ROLE IN


LEARNING.
[Link] LEARNING THEORY CAN BE A
BRIDGE OR A TRANSITION
[Link] 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 [Link] LEADS THE
REINFORCING CONSEQUENCES.

CONTEMPORARY SOCIAL LEARNING PERSPECTIVE


OF REINFORCEMENT AND PUNISHMENT

[Link] THEORY PROPOSES


THAT BOTH REINFORCEMENT AND
PUNISHMENT HAVEINDIRECT
EFFETCS IN LEARNING.
[Link] EXPECTATION OF
REINFORCEMENT INFLUENCES
COGNITIVE PROCESSES THAT
PROMOTE LEARNING.

COGNITIVE FACTORS IN SOCIAL


LEARNING
[Link] WITHOUT PERFORMANCE
[Link] PROCESSING DURING
LEARNING
[Link]
[Link] CAUSATIONS
[Link]
TYPES OF MODEL:
[Link] MODELACTUAL PERSONS
DEMONSTRATING BEH.

TYPES OF MODEL
[Link] MODELACTION
PORTRAYED IN SOME OTHER MEDIUM
SUCH AS T.V,VIDEOTAPE,COMPUTER
PROGRAMS.
CONDITIONS NECESSARY FOR
EFFECTIVE MODELLING TO OCCUR:
[Link]
[Link]
[Link]
[Link] 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.

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
TWO THEORIES REFLECTING NEO BEHAVIORISM 1. EDWARD TOLMAN’S PURPOSIVE BEHAVIORISM 2. ALBERT BANDURA’S SOCIAL LEARNING THEOR
TOLMAN’S PURPOSIVE BEHAVIORISM • CALLED AS SIGN LEARNING THEORY • LINK BET.BEHAVIORISM AND COGNITIVE THEORY • TOLMAN’S THE
TOLMAN’S PURPOSUVE BEHAVIORISM • TOLMAN’S FORM OF BEHAVIOR STRESSED THAT REL.BETWEEN STIMULI RATHER THAN STIMULUS RESPONS
TOLMAN’S KEY CONCEPT • LEARNING IS ALWAYS PURPOSIVE AND GOAL-DIRECTED. • COGNITVE MAPS IN RATS – TOLMAN’S FAMOUS EXPERIMENT
ALBERT BANDURA’S SOCIAL LEARNING THEORY • FOCUSES ON THE LEARNING THAT OCCURS WITHIN A SOCIAL CONTEXT. GEN.PRINCIPLES OF S
GEN.PRINCIPLES OF SOCIAL LEARNING THEORY 3.COGNITION PLAYS A ROLE IN LEARNING. 4.SOCIAL LEARNING THEORY CAN BE A BRIDGE OR
HOW THE ENVIRONMENT REINFORCES AND PUNISHES MODELLING • THE OBSERVER REINFORCED BY THE MODEL. • THE OBSERVER REINFORCED BY
CONTEMPORARY SOCIAL LEARNING PERSPECTIVE OF REINFORCEMENT AND PUNISHMENT 1.CONTEMPORARY THEORY PROPOSES THAT BOTH REINFORC

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