Operant conditioning involves reinforcing correct responses to shape behavior. Principles include intermittent reinforcement being effective, presenting information in small amounts, and reinforcement generalizing across similar stimuli. Neo-behaviorism introduced cognitive factors like purpose and maps. Tolman's concepts included goal-directedness and latent learning. Bandura's social learning theory emphasized observational learning and modeling behaviors, which requires attention, retention, reproduction, and motivation. Reinforcement can indirectly influence learned behaviors through expectations. Cognition plays a role in social learning through processes like expectations and reciprocal causation.

1. IMPLICANTS OF OPERANT
CONDITIONING
• 1. Practice should take the form of question (Stimulus)
• 2. Require that the learner makes response for every frame and receives
immediate feedback.
• 3. Try to arrange the difficulty of the question so that the response is always
correct and hence, a positive reinforcement.
• 4. Ensure that the good performances in the lesson is paired with
reinforcement such as verbal praise, prizes and good grades.

2. PRINCIPLES DERIVED FROM
SKINNER’S OPERANT CONDITIONING
• 1. Behavior that is positively reinforced will reoccur: intermittent
reinforcement is practically effective.
• 2. Information should be presented in small amounts so that response can be
reinforced (shaping).
• 3. Reinforcement will generalize across similar stimuli (“stimulus
generalization”) producing secondary conditioning.

3. NEO BEHAVIORISM
TOLMAN AND BANDURA

4. WHAT IS NEO BEHAVIORISM?
• Neo Behaviorism is a branch of psychology that bases its teaching on the
idea that people learn their behaviors by watching others and imitating them.
• Neo Behaviorism is a behavior cannot be full understood simply in terms of
observable stimuli and reactions. Neo behaviorism introduce mediating
variables into behaviorist stimulus response scheme.

5. NEO BEHAVIORISM
TOLMAN’S PURPOSIVE
BEHAVIORISM
• Goal Directedness
• Cognitive Maps
• Latent Learning
• Intervening Variables
BANDURA SOCIAL
LEARNING THEORY
• Principles
• Modeling
• Four Conditions For Effective
Modeling

6. TOLMAN’S PURPOSIVE BEHAVIORISM
• Purposive Behaviorism has also been referred to as a sign learning theory
and is often seen as a link between behaviorism and cognitive theory.
• Tolman’s theory was founded on two psychological views: those of the
gestalt psychologist and those of John Watson, the behaviorist.

7. EDWARD C. TOLMAN
*He is best known for cognitive behaviorism, his research on
cognitive maps, the theory of latent learning theory and the concept
of intervening variables.
* Edward Tolman was born on April 14, 1886 and died on
November 19, 1959.

8. TOLMAN’S KEY CONCEPTS
• Learning is always purposive and goal directed.
• Cognitive maps in rats.
• Latent Learning
• The concept of intervening variables.
• Reinforcement not essential for learning.

9. ALBERT BANDURA’S SOCIAL
LEARNING
• Social Learning Theory focuses on the learning that occurs within a social
context.
• It consider that people learn from one another, including such concepts as
observational learning, imitation and modeling.
• Among others Albert Bandura is considered the leading proponent of this
theory.

10. ALBERT BANDURA
• He is a Canadian-American psychologist and he was born on
December 04,1925 and died on July 26,2021 At the age of 95.
• Bandura was responsible for contributions to the field of education
and to several fields of psychology, including social learning theory,
therapy and personality psychology and was also an influences in the
transition between behaviorism and cognitive psychology.

11. GENERAL PRINCIPLES OF SOCIAL
LEARNING THEORY
• 1. People can learn by observing the behavior of 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
behaviorist learning theorist and cognitive learning theories.

12. HOW THE ENVIRONMENT
REINFORCESAND PUNISHES
MODELING
• 1. Observe the reinforce by the model.
• 2. The observer is reinforces by the third person.
• 3. The imitated behavior itself leads to reinforcing consequences.
• 4. Consequences of the model’s behavior affect the behaviors order
vicariously.

13. CONTEMPORARY SOCIAL LEARNING
PERSPECTIVE OF REINFORCEMENT
• 1. Contemporary theory purposes that both reinforcement and punishment
have indirect effects on learning.
• 2. Reinforcement and punishment influence the extent to which an individual
exhibits a behavior that has been learned.
• 3. The expectation of the reinforcement influences cognitive process that
promote learning.

14. COGNITIVE FACTORS IN SOCIAL
LEARNING
• 1. Learning without performances.
• 2. Cognitive process during learning.
• 3. Expectations
• 4. Reciprocal Causation
• 5. Modeling

15. CONDITIONS NECESSARY FOR
EFFECTIVE MODELING TO OCCUR
• 1. Attention
• 2. Retention
• 3. Motor Reproduction
• 4. Motivation

16. EFFECTS OF MODELING ON
BEHAVIOR
• 1. Modeling teaches new behavior.
• 2. Modeling influences the frequency of previously learned behaviors.
• 3. Modeling may encourage previously forbidden behaviors.
• 4. Modeling increase the frequency of similar behavior.

17. EDUCATIONAL IMPLICATIONSOF
SOCIAL LEARNING THEORY
• 1. Student often learn great deal simply by observing with other people.
• 2. Describing the consequences behavior can effectively increase the
appropriate behaviors and decrease inappropriate one’s.
• 3. Modeling provides an alternative to shaping for teaching new behavior.
• 4. Teachers and parents must model appropriate behaviors and take care that
they do not model inappropriate behaviors.
• 5. Teachers should expose students to a variety of models.

18. THANK YOU FOR LISTENING!