PED 3 MODULE 8 (GROUP 4 Presentation) PDF

PED 3 MODULE 8 NEO BEHAVIORISM: TOLMAN AND BANDURA Presented by: Group 4  Explain Tolman's purposive behaviorism. LEARNING Explain Bandura's social learning theory. OUTCOMES give specific applications of each theory in t...

PED 3 MODULE 8 NEO BEHAVIORISM: TOLMAN AND BANDURA Presented by: Group 4  Explain Tolman's purposive behaviorism. LEARNING Explain Bandura's social learning theory. OUTCOMES give specific applications of each theory in teaching.  Advance Organizer INTRODUCTION NEO BEHAVIORISM Neo-behaviorists integrated Tolman’s Purposive BANDURA SOCIAL Behaviorism LEARNING THEORY some behaviorist concepts with new cognitive ideas, GOAL-DIRECTEDNESS PRINCIPLES addressing limitations of traditional behaviorism. COGNITIVE MAPS MODELING They served as a bridge between behaviorism and LATENT LEARNING FOUR CONDITIONS FOR cognitive theories of EFFECTIVE MODELING learning. INTERVENING VARIABLES ACTIVITY TIME! NEOBEHAVIORISM - bridges the gap between behaviorism and cognitivism -It recognizes that behavior cannot be fully understood by stimuli and responses alone. it introduce mediating variables into the behaviorist stimuli-response scheme. NEOBEHAVIORISM Neobehaviorism is exemplified by two prominent theories: Edward Tolman's Purposive Behaviorism and Albert Bandura's Social Learning Theory. Both theories are rooted in behaviorism, emphasizing external factors in learning. However, they also incorporate cognitive perspectives, focusing on internal processes. Tolman's theory highlights goal-directed behavior and cognitive maps, while Bandura's theory emphasizes modeling and observational learning. EDWARD CHACE TOLMAN (April 14, 1886 – November 19, 1959) was an American psychologist known for his theory of purposive behaviorism, which emphasizes goal-directed behavior. He introduced key concepts like cognitive maps and latent learning, challenging traditional stimulus-response behaviorism. Tolman earned his PhD from Harvard and taught at UC Berkeley, making significant contributions to the field of psychology.  PURPOSIVE BEHAVIORISM Tolman’s Purposive Behaviorism, also known as Sign Learning Theory, bridges behaviorism and cognitive theory. Influenced by Gestalt psychology and John Watson, Tolman viewed learning as a cognitive process involving the formation of beliefs and knowledge about the environment.  PURPOSIVE BEHAVIORISM In his sign theory, Tolman proposed that organisms learn by pursuing signs to a goal, creating cognitive maps of their environment. These maps help determine responses based on the relationships between stimuli, rather than simple stimulus- response connections. Learning occurs through meaningful behavior without the need for reinforcement.  PURPOSIVE BEHAVIORISM In a maze activity, experience with one maze (Maze A) helps in navigating a similar maze (Maze B) by forming cognitive associations between the two. This demonstrates how new stimuli (Maze B) become associated with previously meaningful stimuli (Maze A), facilitating learning through cognitive processes.  LEARNING IS ALWAYS PURPOSIVE AND GOAL- DIRECTIVE TOLMAN’S KEY COGNITIVE MAPS IN RATS CONCEPTS LATENT LEARNING THE CONCEPT OF INTERVENING VARIABLE REINFORCEMENT NOT ESSENTIAL FOR LEARNING  LEARNING IS ALWAYS PURPOSIVE AND GOAL-DIRECTED Tolman asserted that learning is always TOLMAN’S KEY purposive and goal-directed. He held the notion that an organism acted or CONCEPTS responded for some adaptive purpose. He believed individuals do more than merely respond to stimuli; they act on beliefs, attitudes, changing conditions, and they strive toward goals. Tolman saw behavior as holistic, purposive and cognitive.  COGNITIVE MAPS IN RATS In Tolman's famous experiment, rats placed at random starting points in a maze with food always in the same TOLMAN’S KEY location performed better than those with food in different locations. This demonstrated that rats form cognitive CONCEPTS maps, learning the location rather than a sequence of turns. They also tend to choose the shortest or easiest path to a goal. Applied to humans, this means that a student who takes the same route to school daily forms a cognitive map, helping them navigate even if the route changes.  LATENT LEARNING is a type of learning that isn't immediately obvious but remains with the individual until needed. Tolman TOLMAN’S KEY demonstrated this with rats that formed cognitive maps of a maze without CONCEPTS reinforcement, showing their knowledge only when necessary. Applied to humans, a child might learn how to use a TV remote by observing a parent, even if they haven't used it before. When the child finally uses the remote, they know which buttons to press due to latent learning.  THE CONCEPT OF INTERVENING VARIABLE Intervening variables are variables that are not readily seen but serve as TOLMAN’S KEY determinants of behavior. Tolman believed that learning is mediated or CONCEPTS 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.  REINFORCEMENT NOT ESSENTIAL FOR LEARNING TOLMAN’S KEY Tolman concluded that reinforcement is not essential for learning, although it provides an CONCEPTS incentive for performance. 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.  ALBERT BANDURA Albert Bandura (December 4, 1925 – July 26, 2021) was a Canadian-American psychologist known for his work in social cognitive theory and observational learning. Born in Alberta, Canada, he earned his bachelor's degree from the University of British Columbia and his PhD from the University of Iowa. Bandura is famous for the Bobo doll experiment, which showed that children can learn behaviors by observing adults. His work emphasized the importance of social modeling and self-efficacy in learning and behavior.  10-Year-Old Boy in Texas Hangs Himself After Watching Saddam Execution The Associated Press HOUSTON Jan 4, 2007 (AP) Police and family members said a 10-year-old boy who died by hanging himself from a bunk bed was apparently mimicking the execution of former Iraqi leader Saddam Hussein. Sergio Pelico was found dead Sunday in his apartment bedroom in the Houston- area city of Webster, said Webster police Lt. Tom Claunch. Pelico's mother told police he had previously watched a news report on Saddam's death. "It appears to be accidental," Claunch said. "Our gut reaction is that he was experimenting." An autopsy of the fifth-grader's body was pending. Julio Gustavo, Sergio's uncle, said the boy was a happy and curious child. He said Sergio had watched TV news with another uncle on Saturday and asked the uncle about Saddam's death.  "His uncle told him it was because Saddam was real bad," Gustavo said. "He (Sergio) said. 'OK.' And that was it." Sergio's mother, Sara Pelico DeLeon, was at work Sunday while Sergio and other children were under the care of an uncle, Gustavo said. One of the children found Sergio's body in his bedroom. Police said the boy had tied a slipknot around his neck while on a bunk bed. Police investigators learned that Sergio had been upset about not getting a Christmas gift from his father, but they don't believe the boy intentionally killed himself. Clinical psychologist Edward Bischof of California said children of Sergio's age mimic risky behaviors they see on TV such as wrestling or extreme sports without realizing the dangers. He said TV appeared to be the stimulant in Sergio's case. "I would think maybe this kid is trying something that he thinks fun to act out without having the emotional and psychological maturity to think the thing through before he acts on it," Bischof said.  Family members held a memorial for the boy Wednesday in the apartment complex activity center: Gustavo said the family is trying to put together enough money to send Sergio's body to Guatemala for burial. "I don't think he thought it was real," Gustavo said of Saddam's hanging. "They showed them putting the noose around his neck and everything. Why show that on TV?" BANDURA’S SOCIAL LEARNING THEORY  SOCIAL LEARNING THEORY Social learning theory focuses on the learning that occurs within a social context. It considers that people learn from one another, including such concepts as observational learning, imitation and modeling. The ten-year old boy Sergio Pelico did watch Saddam's execution on TV and then must have imitated it. Among others, Albert Bandura is considered the leading proponent of this theory. General principles of social  1.People can learn by observing the behavior of others and the outcomes of GENERAL those behaviors. PRINCIPLES 2.Learning can occur without a change in behavior. Behaviorists say that OF SOCIAL learning has to be represented by a permanent change in behavior, in LEARNING contrast social learning theorists say that because people can learn through observation alone, their learning may THEORY not necessarily be shown in their performance. Learning may or may not result in a behavior change.  3. Cognition plays a role in learning. GENERAL Over the last 30 years, social learning theory has become increasingly PRINCIPLES cognitive in its interpretation of human learning. Awareness and expectations OF SOCIAL of future reinforcements or punishments can have a major effect on the behaviors that people exhibit. LEARNING 4. Social learning theory can be THEORY considered a bridge or a transition between behaviorist learning theories and cognitive learning theories.  1.The observer is reinforced by the model. HOW THE For example a student who changes dress to fit in with a certain group of students ENVIRONMENT has a strong likelihood of being accepted and thus reinforced by that group. REINFORCES 2. The observer is reinforced by a third person. The observer might be modeling AND PUNISHES the actions of someone else, for example, an outstanding class leader or student. MODELING The teacher notices this and compliments and praises the observer for modeling such behavior thus reinforcing that Behavior HOW THE 3. The imitated behavior itself leads to ENVIRONMENT reinforcing consequences. Many behaviors that we learn from others REINFORCES produce satisfying or reinforcing results. For example, a student in my multimedia class could observe how AND PUNISHES the extra work a classmate does is fun. This student in turn would do the same MODELING extra work and also experience enjoyment. HOW THE 4. Consequences of the model's behavior affect the observer's behavior vicariously. This is known as vicarious ENVIRONMENT reinforcement. This is where the model is reinforced for a response and then REINFORCES the observer shows an increase in that same response. Bandura illustrated AND PUNISHES this by having students watch a film of a model hitting an inflated clown doll. One group of children saw the model MODELING being praised for such action. Without being reinforced, the group of children began to also hit the doll.  1.Contemporary theory proposes that both CONTPORARY reinforcement and punishment have indirect effects on SOCIAL LEARNING learning. They are not the sole PERSPECTIVE OF or main cause. REINFORCEMENT 2. Reinforcement and AND PUNISHMENT punishment influence the extent to which an individual exhibits a behavior that has been learned.  1.Contemporary theory proposes that both CONTPORARY reinforcement and punishment have indirect effects on SOCIAL LEARNING learning. They are not the sole PERSPECTIVE OF or main cause. REINFORCEMENT 2. Reinforcement and AND PUNISHMENT punishment influence the extent to which an individual exhibits a behavior that has been learned.  3. The expectation of reinforcement influences cognitive processes that CONTPORARY promote learning. Therefore, attention pays a critical role in SOCIAL LEARNING learning, and attention is influenced PERSPECTIVE OF by the expectation of reinforcement. An example would be, when the REINFORCEMENT teacher tells a group of students that what they will study next is not on the AND PUNISHMENT test. Students will not pay attention because they do not expect to know the information for a test.  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. COGNITIVE 2. Cognitive processing during learning: Social learning theorists contend that attention is a critical factor in learning. FACTORS IN SOCIAL 3.Expectations: As a result of being reinforced, LEARNING people form expectations about the consequences that future behaviors are likely to bring. They expect certain behaviors to bring reinforcements 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 COGNITIVE environment can have an influence on each other. FACTORS IN SOCIAL 5. Modeling: There are different types of LEARNING 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 insome other medium, such as television, videotape, computer programs.  Many behaviors can be learned, at least, partly, through modeling. Examples that can be cited are, students can watch parents BEHAVIORS THAT réad, students can watch the demonstrations of mathematics problems, or see someone act CAN BE LEARNED bravely in a fearful situation. ‘Aggression’ can be learned through models. Research THROUGH indicates that children become aggressive when they observed aggressive or more MODELING violent models. ‘Moral thinking and moral behavior’ are influenced by observation and modeling. This includes ‘moral judgments’ regarding right and wrong which can, in part, develop through modeling.  Attention- The person must first pay attention to the CONDITIONS model. NECESSARY FOR Retention - The observer EFFECTIVE must be able to remember MODELING TO the behavior that has been OCCUR observed. One way of increasing this is using the technique of rehearsal.  Attention- The person must first pay attention to the CONDITIONS model. NECESSARY FOR Retention - The observer EFFECTIVE must be able to remember MODELING TO the behavior that has been OCCUR observed. One way of increasing this is using the technique of rehearsal.  Motor reproduction - The third condition is the ability to replicate the behavior that the CONDITIONS model has just demonstrated. NECESSARY FOR This means that the observer has to be able to replicate the action, EFFECTIVE which could be a problem with a MODELING TO learner who is not ready developmentally to replicate the OCCUR action. For example, little children have difficulty doing complex physical motion.  Motivation - The final necessary ingredient for CONDITIONS modeling motivation. to occur Learners must is NECESSARY FOR want to demonstrate what EFFECTIVE they have learned. Remember that since these four MODELING TO conditions vary among OCCUR individuals, different people will reproduce the same behavior differently.  EFFECTS OF MODELING ON BEHAVIOR: Modeling may Modeling teaches new encourage previously behaviors. forbidden behaviors. Modeling increases the frequeney of similar Modeling influences the behaviors. For example a student might see a frequeney of previously friend excel in basketball and he tries to excel in football because he is not tall enough for learned behaviors. Basketball.  1.Students often learn a great deal simply by observing other people. IMPLICATIONS OF 2. Describing the consequences SOCIAL LEARNING of behavior can effectively increase the appropriate THEORY 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 IMPLICATIONS OF provide a faster, more efficient means for teaching new behavior. To promote effective modeling, a teacher must SOCIAL LEARNING make sure that the four essential conditions exist; attention, retention, THEORY motor reproduction, and motivation. 4. Teachers and parents must model appropriate behaviors and take care that they do not model inappropriate behaviors.  3. Modeling provides an alternative to shaping for teaching new behaviors. Instead of using shaping, which is operant conditioning, modeling can IMPLICATIONS OF provide a faster, more efficient means for teaching new behavior. To promote effective modeling, a teacher must SOCIAL LEARNING make sure that the four essential conditions exist; attention, retention, THEORY 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 IMPLICATIONS OF expose students to a variety of other models. SOCIAL LEARNING This technique is THEORY especially important to break down traditional stereotypes. THANKYOU FOR LISTENING!