Module 8

Module 8
Neo Behaviourism :
Tolman And Bandura
Reported by: Russel M. Bedro

Introduction
 With new researches explanation provided but the
basic principles of behaviourism appeared not
satisfy all learning scenarios. New theories came
into views which maintained some of the
behaviourist concepts but excluded others, and
added ideas which later came to be associated
with the cognitive views of learning. The neo-
behaviourists ,then were a transitional group,
bridging the gap behaviourism and cognitive
theories of learning.
Activity 1;
Neo-behaviourism
Tolman Bandura’s
Purposive Behaviourism Social Learning Theory
 Goal directedness  Principles

 Cognitive Maps  Modeling
 Latent Learning  Four Conditions Of
 Intervening Variables Effective Learning
Tolman’s Purposive Behaviorism
 AKA: Sign Learning Theory

 Learning is a cognitive Process
 Learning is acquired through
meaningful behaviour
The Stimuli that are allowed in are not
connected by just simple one -to -one
switches to the outgoing responses. Rather
the incoming impulses are usually worked
over and elaborated in the central control
room into a tentative cognitive like map of
the environment.
A new stimulus (the sign) becomes
associated with already meaningful
stimuli (the significant) through the
series of pairings ; there was no need
for reinforcement in order to establish
learning.
Tolman’s Key Concept
 Learning is always purposive and goal

directed
I. Individuals do more than merely respond to

stimuli
II. They acts on belief, attitudes, changing
conditions, and they strive towards goals.
 Cognitive Maps
Famous experiment on rats concluded that
organisms or individual to be exact learn the
location and will select the shortest or
easiest path to achieve goal.
Ex… Going to school everyday
Latent Learning
 Learning that remains or stays with the
individual until needed.
 Learning that is outwardly manifested at

once.
Ex.. A 2 year old handling remote for
the first time.
The concept of Intervening
Variable
 Variables that are not readily seen but

serve as determinants of behaviour.
 Learning is mediated or influenced by

expectations, needs, and other
internal or environmental variables.
Ex.. Experiment on rats..
Trained rats Rats shows driven empathy behavior

Reinforcement Not Essential For Learning
Reinforcement is not essential for learning,

although it provides an incentive for
performance.
Ex. Rats Acquired knowledge of the way
through maze in the absence of
reinforcement.
Social Learning Theory
Albert Bandura
Activity 2
Reading a news Article
 Also called observational learning
 Theoryemphasizes that learning through

observation of others
 We learn not only to perform a

behaviour but also what will happen to
us in a specific situation if we do
perform it.
Types of Observational effects
Types of Observational effects
INHIBITION- to learn not to do something

that we already know how to do because
a model being observed refrains from
behaving in that way or does something
different from what is intended to be
done
INHIBITION
Types Of Observational Learning Effects
DISINHIBITION- is learn to exhibit a behavior

that is usually disapproved of by most people
because a model does the same without
being punished.
DISINHIBITION
FACILITATION- to be prompted to do
something that is not ordinarily done
because of insufficient motivation
FACILITATION
OBSERVATIONAL LEARNING- to learn a

new behavior pattern by watching and
imitating the performance of someone
else.
OBSERVATIONAL LEARNING
GENERAL PRINCIPLES OF LEARNING THEORY
1. People can learn by observing the
behavior of the others and the
outcomes of those behaviors.
2. Learning can occur without a change in
behavior.
3. Cognition plays a role in learning.
4. Social learning theory can be
considered a bridge or a transition
between behaviourist learning theories
and cognitive learning theories.
How Environment And Punishes Modeling
People are often to reinforced for

modelling the behaviour of others.
Bandura suggested that the environment
also reinforces modelling.
HOW ENVIRONMENT AND PUNISHES
MODELING
1. The observer is reinforced by the model.
HOW ENVIRONMENT AND PUNISHES MODELING
2. The observer reinforce by a third person.
HOW ENVIRONMENT AND PUNISHES MODELING
3. The behaviour itself leads to

reinforcing consequences.
HOW ENVIRONMENT AND PUNISHES
MODELING
4. Consequences of the model’s behavior

affect the observer’s behavior
vicariously.
Four Elements Of Observational
Learnings
ATTENTION
 Mental Focus of Concentration
 Willingness of the child to observe
and mimic the behaviour of a
model.
Learnings
RETENTION
 To encode in the memory
 Ability to store information
Learnings
Production
To actually perform the behaviour observed

Learnings
Motivation / Reinforcement
 Force that drives one to act
Three Forms Of Reinforcement
Direct Reinforcement
Occurs when an Individual watches a

model performs, imitates that behavior
and is reinforced or punished by some
individual.
Direct Reinforcement
Vicarious Reinforcement
The observer anticipates receiving a

reward for behaving in a given way
because someone else has been so
rewarded.
Vicarious Reinforcement
Self Reinforcement
The individuals strives to meet personal

standards and does not depend on or
care about the reactions of others.
Self Reinforcement
EFFECTS OF MODELING BEHAVIOR
1. Modeling teaches new behaviors.

2. Modeling Influences the frequency of
previously learned behaviors.
3. Modeling may encourage previously
forbidden behaviors.
4. Modelling increases the frequency of
similar bahaviors.
BEHAVIOR IS THE MIRROR IN WHICH
EVERY ONE DISPLAYS
HIS OWN IMAGE
By: JOHANN WOLFGANG VON GOETHE

GOOD BEHAVIOR CAN COVER
A LACK OF BEAUTY
BUT A
GOOD BEAUTY CAN NEVER COVER

A LACK OF
GOOD BEHAVIOR
THANK YOU FOR YOUR ATTENTION!

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Tolman And Bandura

Reported by: Russel M. Bedro

 Goal directedness  Principles

 AKA: Sign Learning Theory

 Learning is always purposive and goal

I. Individuals do more than merely respond to

 Learning that is outwardly manifested at

 Variables that are not readily seen but

 Learning is mediated or influenced by

Trained rats Rats shows driven empathy behavior

Reinforcement Not Essential For Learning

Reinforcement is not essential for learning,

 Also called observational learning

 Theoryemphasizes that learning through

 We learn not only to perform a

INHIBITION- to learn not to do something

DISINHIBITION- is learn to exhibit a behavior

OBSERVATIONAL LEARNING- to learn a

People are often to reinforced for

3. The behaviour itself leads to

4. Consequences of the model’s behavior

To actually perform the behaviour observed

Occurs when an Individual watches a

The observer anticipates receiving a

The individuals strives to meet personal

1. Modeling teaches new behaviors.

By: JOHANN WOLFGANG VON GOETHE

GOOD BEAUTY CAN NEVER COVER

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