Neo Behaviorism bridges the gap between behaviorism and cognitive theory. Tolman's purposive behaviorism viewed learning as goal-directed, including the formation of cognitive maps. He proposed latent learning and intervening variables. Bandura's social learning theory emphasized observational learning and modeling behaviors, with four necessary conditions. Reinforcement influences performance rather than being essential for learning. Both theories informed educational implications like modeling appropriate behaviors.

1. Neo Behaviorism: Tolman and
Bandura

2. Neobehaviorism
Bridges the gap between
behaviorism and cognitive theory of
learning.

3. 1. Solve maze A. Enter on the left side and exit at the top.
Solve maze B. Enter on the top and exit on the left side.

4. ADVANCE ORGANIZER
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

5. Tolman’sPurposiveBehaviorism
Purposive behaviorism has also been referred to us Sign
Learning Theory and is often seen as the 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.

6. GESTALTPSYCHOLOGY
It is a school of thought that looks at the human mind
and behavior or as a whole. When trying to make
sense of the world around us, Gestalt psychology
suggests that we do not simply focus on every small
component. Instead, our minds tend to perceive
objects as elements of more
complex systems.

7. JOHNWATSON
Behaviorism, according to Watson, was the
science of observable behavior. Only behavior that
could be observed, recorded and measured was of
any real value for the study of humans or animals.

8. Tolman’sKeyConcepts
A. Learning is always purposive and goal directed.
B. Cognitive maps in rats
C. Latent Learning
D. The concept of intervening variable
E. Reinforcement not essential for learning

9. Learning is always purposive and goal directed
He held the notion that an organism acted or
responded for some adaptive purpose. He believed
individuals do more than merely responded to
stimuli; they act on beliefs, attitudes, changing
conditions, and they strive toward goals.

10. Cognitive maps in rats
This is tendency to “learn location” signified that
rats somehow formed cognitive maps that help
them perform well on the maze. He also found out
that organisms will select the shortest or easiest
path to achieve a goal.

11. Latent Learning
It is a kind of learning that remains or stays with
the individual until needed. It is learning that is
not outwardly manifested at once.
According to Tolman it can exist even without
reinforcement.

12. The concept of intervening variable
This are the variables that are not readily seen
but serve as determinants of behavior. Tolman's
believed that learning is mediated or is
influenced by expectations, perceptions, needs
and other internal or environmental variables.

13. Reinforcement not essential for learning
Tolman concluded that reinforcement is not
essential for learning, although it provides an
incentive for performance.

14. ALBERTBANDURASSOCIALLEARNINGTHEORY
 Social Learning theory Focuses on the Learning that occurs
within a social context.
General Principles of Social Learning Theory
1) People learning 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
transition between behaviorist Learning theories and
cognitive Learning theories.

15. How the Government reinforce and punishes modeling?
 People are often reinforce for modeling the behavior of others.
Bandura suggested that the environment also reinforces modeling.
This is in several possible ways:
1) The observer is reinforced by the model
2) The observer is reinforced by a third person
3) The imitated behavior itself leads to reinforcing consequences.
4) Consequences of the models behavior affect the observers
behavior vicariously

16. CONTEMPORARY SOCIAL LEARNING PERSPECTIVE OF
REINFORCEMENT AND PUNISHMENT.
1) Contemporary theory proposes that both reinforcement and
punishment have indirect effect on learning. They are not the
role or main cause.
2) Reinforcement and Punishment influence the extent to which an
individual exhibits a behavior that has been learned
3) The expectation of reinforcement influences cognitive processes
that promote learning.

17. COGNITIVE FACTORS IN SOCIAL LEARNING
 Social learning theory has cognitive factors as well as
behaviorist factors (actually operant Factors)
1) Learning What Performance
2) Cognitive Processing during learning
3) Expectations
4) Reciprocal causation
5) Modeling
BEHAVIORS THAT CAN LEARNED THROUGH MODELING
 May behaviors can be learned, at least partly, through
Modeling.
 Aggression can be learned through Modeling

18. CONDITIONS NECESSARY FOR EFFECTIVE MODELING TO
OCCUR
 Bandura Mentions for conditions that are necessary before an
individual can successfully model the behavior of someone else:
1)Attention
2)Retention
3)Motor reproduction
4)Motivation
EFFECTS OF MODELING ON BEHAVIOR:
1)Modeling teaches new behaviors
2)Modeling influences the frequency of previously learned behaviours
3)Modeling may encourage previously forbidden behaviors.
4)Modeling increase the frequency of similar behaviors.

19. EDUCATIONAL IMPLICATION OF SOCIAL LEARNING THEORY
 Social learning theory has numerous implications for classroom
use.
1) Student learn often great deal simply by observing other people.
2) Describing the consequences of behavior can effectively
increase the appropriate behavior and decrease inappropriate
ones.
3) Modeling Provides an alternative to shaping for teaching new
behaviors.
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 other models.