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Neo Behaviorism


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-Educ3A report

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Neo Behaviorism

  1. 1. Neo Behaviorism Reporters: Espiritu, Dacze Catherine O. Paras, Kathleen Y. Novida, Mary Grace D.
  2. 2. Neo Behaviorism is a behavior cannot be full understood simply in terms of observable stimuli and reactions. Neo behaviorism introduce mediating variables into the behaviorist stimulus-response scheme.
  3. 3. Neo Behaviorism Tolman’s Purposive Behaviorism Goal Directedness Cognitive Maps Latent Learning Intervening Variables Bandura’s Social LearningTheory General Principles Contemporary Social Learning Perspective Cognitive Factors Educational Implication
  4. 4. Purposive Behaviorism - it is also been referred to as Sign Learning Theory and is often unite between behaviorism and cognitive theory
  5. 5. Tolman believed that learning is a cognitive process. Learning involves forming beliefs and obtaining knowledge about the environment and then revealing that knowledge through purposeful and goal-directed behavior.
  6. 6. Tolman’s system was called purposive behaviorism because it studies behavior as it is organized around purposes.
  7. 7. Learning is always purposive and goal- directed. Individuals act on beliefs, attitudes, changing conditions, and they strive towards goals. Tolman saw behavior as holistic, purposive, and cognitive.
  8. 8. Cognitive map Learning the location of reward. Once an individual has learned where a given kind of reward is located, that location can often be reached by means other than those originally used.
  9. 9. Latent Learning Whenever learning goes on without its being evident in performance at the time.
  10. 10. The concept of intervening variable These are not readily seen but serve as determinants of behavior.
  11. 11. Reinforcement not essential for learning Tolman concluded that reinforcement is not essential for learning, although it provides an incentive for performance.
  12. 12. 1. Learn by observing. 2. Learning can occur through observation alone, without a change in behavior. 3. Cognition plays a role in learning. 4. Transition between behaviorism and cognitive learning theory.
  13. 13. 1. Contemporary Theory purposes that reinforcement and punishment have indirect effects on learning.
  14. 14. 2. Reinforcement and Punishment influence the result of individuals’ behavior that has been learned.
  15. 15. 3. The expectation of reinforcement influences cognitive processes.
  16. 16. 1. Learning without performance 2. Cognitive processing during learning 3. Expectations 4. Reciprocal causation 5. Modeling
  17. 17. 1. Students often learn a great deal by simply observing other people.
  18. 18. 2. Describing the consequences of behavior can effectively increase the appropriate behaviors and decrease the inappropriate ones.
  19. 19. 3. Modeling provides an alternative to shaping for teaching new behaviors. Instead of using shaping, which is operant conditioning, modeling can provide a faster, more efficient means for teaching new behavior.
  20. 20. 4. Teachers and parents must model appropriate behaviors and take care that they do not model inappropriate behaviors.
  21. 21. 5. Teachers should expose students to a variety of other models. This technique is especially important to break down traditional stereotypes.
  22. 22. FACILITATING LEARNING: A Metacognitive Process 4th Edition OBE and Kto12 Maria Rita D. Lucas, Ph.D. Brenda B. Corpuz, Ph.D. and Lorimar Publishing, inc.