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Neo Behaviorism
Neo-behaviorism introduced cognitive elements into traditional behaviorism. It recognizes that behavior cannot be fully understood by stimuli and responses alone. Tolman's purposive behaviorism viewed learning as goal-directed and involving cognitive maps. It found that reinforcement is not essential for learning. Bandura's social learning theory emphasized observation and modeling, recognizing that learning can occur without behavior change. Neo-behaviorism represents a transition between behaviorism and cognitive learning theories.
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Neo Behaviorism
- 1. Neo Behaviorism Reporters: Espiritu, DaczeCatherine O. Paras, Kathleen Y. Novida, Mary Grace D.
- 3. Neo Behaviorism isa behavior cannot be full understood simply in terms of observable stimuli and reactions. Neo behaviorism introduce mediating variables into the behaviorist stimulus-response scheme.
- 4. Neo Behaviorism Tolman’s Purposive Behaviorism Goal Directedness Cognitive Maps Latent Learning Intervening Variables Bandura’sSocial LearningTheory General Principles Contemporary Social Learning Perspective Cognitive Factors Educational Implication
- 5. Purposive Behaviorism - itis also been referred to as Sign Learning Theory and is often unite between behaviorism and cognitive theory
- 6. Tolman believed thatlearning 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.
- 7. Tolman’s system wascalled purposive behaviorism because it studies behavior as it is organized around purposes.
- 9. Learning is alwayspurposive and goal- directed. Individuals act on beliefs, attitudes, changing conditions, and they strive towards goals. Tolman saw behavior as holistic, purposive, and cognitive.
- 10. Cognitive map Learning thelocation 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.
- 11. Latent Learning Whenever learninggoes on without its being evident in performance at the time.
- 12. The concept ofintervening variable These are not readily seen but serve as determinants of behavior.
- 13. Reinforcement not essentialfor learning Tolman concluded that reinforcement is not essential for learning, although it provides an incentive for performance.
- 15. 1. Learn byobserving. 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.
- 17. 1. Contemporary Theorypurposes that reinforcement and punishment have indirect effects on learning.
- 18. 2. Reinforcement andPunishment influence the result of individuals’ behavior that has been learned.
- 19. 3. The expectationof reinforcement influences cognitive processes.
- 21. 1. Learning withoutperformance 2. Cognitive processing during learning 3. Expectations 4. Reciprocal causation 5. Modeling
- 23. 1. Students oftenlearn a great deal by simply observing other people.
- 24. 2. Describing theconsequences of behavior can effectively increase the appropriate behaviors and decrease the inappropriate ones.
- 25. 3. Modeling providesan 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.
- 26. 4. Teachers andparents must model appropriate behaviors and take care that they do not model inappropriate behaviors.
- 27. 5. Teachers shouldexpose students to a variety of other models. This technique is especially important to break down traditional stereotypes.
- 28. FACILITATING LEARNING: AMetacognitive Process 4th Edition OBE and Kto12 Maria Rita D. Lucas, Ph.D. Brenda B. Corpuz, Ph.D. and Lorimar Publishing, inc. http://www.scribd.com/doc/239012133/Neo-Behaviorism#scribd