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Neo behaviorism
The document discusses neo-behaviorism, highlighting key aspects of Tolman's purposive behaviorism and Bandura's social learning theory. It emphasizes the role of cognitive maps, latent learning, and intervening variables in behavior, as well as the importance of observing and modeling behaviors within a social context. Additionally, it outlines how reinforcement and punishment impact learning and behavior, stressing their indirect effects and the significance of cognitive factors in the learning process.
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Neo behaviorism
- 1. Neo Behaviorism Tolman andBandura
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- 6. What is NEOBehaviorism? The prediction and control of human behavior in which introspection and/or independent thinking play no essential part of its teaching methods. It is a behavior that cannot be fully understood simply in terms of observable stimuli and reactions. Neo behaviorism introduce mediating variables into the behaviorist stimulus-response scheme.
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- 9. Tolman’s Purposive Behaviorism *Alsoreferred to as Sign Learning Theory *Often seen as the link between behaviorism and cognitive theory *Learning involves forming beliefs and obtaining knowledge about the environment and revealing that knowledge through purposeful and goal oriented behavior
- 10. Tolman’s Key Conceptsof Purposive Behaviorism ▶ Learning is always purposive and goal-oriented. ▶ Cognitive maps in rats ▶ Latent Learning ▶ The concept of intervening variable ▶ Reinforcement is not essential for learning.
- 11. 1. Learning isalways purposive and goal-directed Tolman believes that an organism acted or responded for some adaptive purpose and that individuals do more than just responding to stimuli but act on beliefs, attitudes, changing conditions and strive towards goals. He saw behavior as holistic, purposive and cognitive.
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- 13. 2.Cognitive Maps inRats ▶ Rats have learned the location rather than the turns which signified that they have formed cognitive maps. ▶ He also found out that they will select the shortest or easiest path to achieve a goal.
- 14. 3. Latent Learning ▶The kind of learning that remains or stays with the individual until needed. ▶ It is not outwardly manifested at once and can exist without reinforcement. ▶ Example: the rats apparently “learned the maze” by forming cognitive maps of the maze but manifested this knowledge only when needed.
- 15. 4. The conceptof 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.
- 16. 5. Reinforcement not essentialfor learning ▶ Tolman concluded that reinforcement is not essential for learning, although it provides an incentive for performance. ▶ Example: the rats were able to acquire knowledge even without reinforcement.
- 17. Let’s have aBreak!
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- 22. What is SocialLearning Theory? , ,
- 23. Social Context ---- ishow someone reacts to something depending on their immediate social or physical environment. Social context can influence how someone perceives something.
- 24. Basic Social LearningConcepts
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- 26. General Principles ofSocial Learning Theory 1.People learn by observing the behaviours of others. 2.Learning occurs without changes in behaviour. 3.Cognition plays a certain role in learning. 4.Social learning theory is a type of bridge or transition between behaviourist learning theories and cognitive theories.
- 27. How the EnvironmentReinforces and Punishes Modeling People are often reinforced to model the behaviours of others. Bandura says that the environment reinforces modeling in several ways: 1. The observer is reinforced by the model. 2. The observer is reinforced by a third person. 3. Imitated behaviours lead to reinforcing consequences. 4. Consequences of the model’s behaviour affect observers vicariously.
- 28. Positive & NegativeReinforcement Reinforcement -stimuli that can strengthen or weaken specific behaviours Positive reinforcement occurs when a token or reward is given to strengthen a desired behaviour. Negative reinforcement also strengthens a behaviour, but it does so by removing something that is unwanted
- 29. Positive & NegativePunishment Punishment Punishment is another form of reinforcement, and it can be both positive and negative, as well. As opposed to reinforcement, punishment is intended to decrease the likelihood of an undesirable behaviour. Positive punishment occurs when we introduce something to stop an unwanted behaviour. Negative punishment is when we take something away after an undesirable behaviour occurs.
- 30. How Positive andNegative Reinforcement and Punishment Influence Behavior
- 31. 1. Proposes thatreinforcement and punishment have indirect effects on learning; they are not the sole or main cause. 2. Reinforcement and punishment influence the extent to which individuals exhibit behaviors that have been learned. 3. Expectation of reinforcement influences cognitive processes that promote learning. Contemporary Social Learning Perspective of Reinforcement and Punishment
- 32. Cognitive factors inSocial Learning ● Learning without Performance ● Cognitive Processing during Learning ● Expectations ● Reciprocal causation ● Modeling
- 33. Learning without Performance ●Learning can occur without a behavioral change. ● There is a distinction between “Learning through observation” and “the actual imitation of what has been learned.” Cognitive factors in Social Learning
- 34. Cognitive Processing duringLearning ● Attention is a critical factor in learning. ● Learning depends upon the subject focusing on the behavior being demonstrated. Cognitive factors in Social Learning
- 35. Expectations ● As aresult of being reinforced, people form expectations about the consequences that future behaviors are likely to bring. ● They expect certain behaviors to be either rewarded or punished. Cognitive factors in Social Learning
- 36. Reciprocal causation Usually, Person +Environment = Behavior ● Behavior can also influence both the environment and the person. Person ------- Environment / / / Behavior These three can have an influence on each other. Cognitive factors in Social Learning
- 37. Modeling ● People canlearn by observing the behaviors of others and their consequences. ● There are different types of models. Live Model - an actual person Verbal Model - a desired behavior is described in detail, with instructions on how to perform it. Symbolic Model - real/fictional character portrayed in some other medium, tv, radio, etc. ● Behaviors can be learned, as least partly, through modeling. Reading, Aggression, Moral Behavior, Bravery Cognitive factors in Social Learning
- 38. 4Conditions necessary forEffective Modeling Attention Retention Motor Reproduction Motivation must be able to remember the behavior. must replicate the behavior. must want to demonstrate the behavior. should focus and pay attention on the model. The learner...
- 39. Effects of Modelingon Behavior Modeling ... ● teaches a new behavior. ● influences the frequency of previously learned behaviors. ● may encourage previously forbidden behaviors. ● increase the frequency of similar behaviors.
- 40. Effects of Modelingon Behavior Modeling ... ● teaches a new behavior. ● influences the frequency of previously learned behaviors. ● may encourage previously forbidden behaviors. ● increase the frequency of similar behaviors.
- 41. Educational Implications of SocialLearning Theory
- 42. Educational Implications ofSocial Learning Theory ● Students learn a great deal by just observing. ● Describing the consequences of behavior can effectively increase appropriate behaviors and decrease inappropriate ones. ● Modeling is an alternative to shaping. ● Teachers and parents must model appropriate behaviors. ● Teachers should expose students to a variety of other models.