Module 8 Neo Behaviorism 65br

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. EX.MAZE ACTIVITY • BEHAVIORISTIC- RESPONDING BY TRIAL AND ERROR. • COGNITIVE PERSPECTIVE-RESPONSE BECOMES INTERNALLY DRIVEN.

TWO THEORIES REFLECTING NEO BEHAVIORISM 1. EDWARD TOLMAN’S PURPOSIVE BEHAVIORISM 2. ALBERT BANDURA’S 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)

TOLMAN’S PURPOSIVE BEHAVIORISM • CALLED AS SIGN LEARNING THEORY • LINK BET.BEHAVIORISM AND COGNITIVE THEORY • TOLMAN’S THEORY WAS FOUNDED ON TWO PSYCHOLOGICAL VIEWS;GESTALT PSYCHOLOGIST AND JOHN WATSON,THE BEHAVIORIST.

TOLMAN’S PURPOSUVE BEHAVIORISM • TOLMAN’S FORM OF BEHAVIOR STRESSED THAT REL.BETWEEN STIMULI RATHER THAN STIMULUS RESPONSE. • NEW STIMULUS (SIGN) BECOMES ASSOCIATED WITH ALREADY MEANINGFUL STIMULI (SIGNIFICATE). • EX. MAZE A (SIGNIFICATE);MAZE B (SIGN)

TOLMAN’S KEY CONCEPT • LEARNING IS ALWAYS PURPOSIVE AND GOAL-DIRECTED. • COGNITVE MAPS IN RATS – TOLMAN’S FAMOUS EXPERIMENTS. • LATENT LEARNING • CONCEPT OF INTERVENING VARIABLE • REINFORCEMENT NOT ESSENTIAL FOR LEARNING.

ALBERT BANDURA’S SOCIAL LEARNING THEORY • FOCUSES ON THE LEARNING THAT OCCURS WITHIN A SOCIAL CONTEXT. GEN.PRINCIPLES OF SOCIAL LEARNING THEORY: 1. PEOPLE CAN LEARN BY OBSERVING THE BEH.OF OTHERS AND THE OUTCOME OF THOSE BEHAVIORS. 2. LEARNING CAN OCCUR WITHOUT A CHANGE IN BEHAVIOR.

GEN.PRINCIPLES OF SOCIAL LEARNING THEORY

3.COGNITION PLAYS A ROLE IN LEARNING. 4.SOCIAL LEARNING THEORY CAN BE A BRIDGE OR A TRANSITION BET.LEARNING 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 BEH.ITSELF LEADS THE REINFORCING CONSEQUENCES.

CONTEMPORARY SOCIAL LEARNING PERSPECTIVE OF REINFORCEMENT AND PUNISHMENT

1.CONTEMPORARY THEORY PROPOSES THAT BOTH REINFORCEMENT AND PUNISHMENT HAVEINDIRECT EFFETCS IN LEARNING. 2.THE EXPECTATION OF REINFORCEMENT INFLUENCES COGNITIVE PROCESSES THAT PROMOTE LEARNING.

COGNITIVE FACTORS IN SOCIAL LEARNING 1.LEARNING WITHOUT PERFORMANCE 2.COGNITIVE PROCESSING DURING LEARNING 3.EXPECTATIONS 4.RECIPROCAL CAUSATIONS 5.MODELLING TYPES OF MODEL: 1.LIVE MODEL—ACTUAL PERSONS DEMONSTRATING BEH.

TYPES OF MODEL 2.SYMBOLIC MODEL—ACTION PORTRAYED IN SOME OTHER MEDIUM SUCH AS T.V,VIDEOTAPE,COMPUTER PROGRAMS.  CONDITIONS NECESSARY FOR EFFECTIVE MODELLING TO OCCUR: 1.ATTENTION 4.MOTIVATION 2.RETENTION 3.MOTOR 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.