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GAME
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NEO VIOHARIBESM
A branch of psychology that bases its
teachings on the idea that people learn
their behaviors by watching others and
then imitating them.
ANSWER:

NEO BEHAVIORISM
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RPOUPSIVE
VIOHARISMBE
It combines the objective study of
behavior while also considering the
purpose or goal of behavior.
ANSWER:

PURPOSIVE
BEHAVIORISM
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LGOA
An objective or target that someone is
trying to reach or achieve.
ANSWER:

GOAL
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TSIMULI
Anything that can trigger a physical
or behavioral change.
ANSWER:

STIMULI
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OGCINTIVE MPA
Any visual representation of a person's (or
a group's) mental model for a given
process or concept.
ANSWER:

COGNITIVE MAP
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IALSOC
LAERNGNI
Defined as learning through the
observation of other people's behaviours.
ANSWER:

SOCIAL
LEARNING
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SEROBVER
A person who watches or notices
something
ANSWER:

OBSERVER
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OMELD
An informative representation of an
object, person or system
ANSWER:

MODEL
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ONCQUENSECES
Something that happens as a result of
a particular action or set of conditions
ANSWER:

CONSEQUENCES
END OF THE
GAME
GROUP 2
NEO-BEHAVIORISM:
TOLMAN AND BANDURA
 NEO BEHAVIORISM
• A form of behaviorism that takes unobservable internal
factors like cognition into account
• People create mental maps of things that they perceived.
• Mental maps help them respond to other things
especially if they see similarity.
• You begin by trial and error (behavioristic), but later on
becomes internally driven (cognitive perspective).
EDWARD TOLMAN
An American psychologist
who made significant
contributions to the studies of
learning and motivation.
TOLMANS PURPOSIVE BEHAVIORISM
● Purposive behaviorism has also been referred to a “Sign Learning
Theory”.

● Learning is a cognitive process.

● An organism learns by pursuing signs to a goal , i.e., learning is

acquired through meaningful behaviour.
 Tolmans Key Concept
LEARNING IS ALWAYS PURPOSIVE AND
GOAL- DIRECTED

Tolman believe individuals do more

than merely respond to stimuli; they
act on beliefs, attitudes, changing
conditions, and they strive towards
goal.
COGNITIVE MAP

• Tolman famous experiment on

rats concluded that organism or
individual to be exact learned the
location and will select the
shortest or easiest path to
achieve goal.
LATENT LEARNING

Latent learning is a kind of

learning that remains or
stays with individual
needed.
THE CONCEPT OF INTERVENING
VARIABLE

Intervening variables are variables

that are not readily seems but serve
as determinant of behavior.
A mediated or influenced by
expectations, perceptions,
representations, needs and other
internal or environmental variables.
 REINFORCEMENT NOT
ESSENTIAL FOR LEARNING

Tolman concluded that

reinforcement is not essential for
learning, although it provides an
incentive for performance.
 ‘’WE LEARN FROM
OUR OWN MISTAKES’’
ALBERT BANDURA’S
SOCIAL LEARNING
THEORY
 ALBERT BANDURA
A Canadian - American
psychologist known for social
cognitive theory, self efficacy,
social learning and bobo doll
experiment.
BURRHUS FREDERICK
SKINNER
American psychologist,
behaviorist, author, inventor
and social philosopher.
GENERAL PRINCIPLES OF LEARNING
THEORY
1. People can learn by observing others.

2. Learning can occur without a change.

3. Cognition plays a role in learning.
4. Social learning theory can be considered a bridge.
 HOW THE ENVIRONMENT
REINFORCES AND PUNISHES
MODELING
1.The observer is reinforced by the model.
2. The observer is reinforced by a third person.
3. The imitated behaviour itself leads to
reinforcing consequences.
4. Consequences of the model’s behaviour affect
the observer’s behaviour vicariously.
 CONTEMPORARY SOCIAL LEARNING
PERSPECTIVE OF REINFORCEMENT AND
PUNISHMENT
1.Contemporary theory proposes that both reinforcement
and punishment have indirect effects on learning.

2. Reinforcement and punishment influence that extent to

which an individual exhibits a behaviour that has been
learned.

3. The expectation of reinforcement influences cognitive

process that promote learning.
COGNITIVE FACTORS IN SOCIAL
LEARNING
1. Learning without performance cognitive
processing during learning.
2. Expectations about the consequences.
3. Reciprocal causation.
4. Modeling.
BEHAVIORS THAT CAN BE
LEARNED THROUGH
MODELING
- Burrhus Frederick Skinner
 CONDITIONS NECESSARY FOR
EFFECTIVE MODELING TO OCCUR
Bandura mentions four(4) conditions that are necessary
before an individual can successfully model the behavior
of someone else:

1. Attention - The person must first pay attention to the

model.
2. Retention - The observer must be able to remember the
behavior that has been observed.
3. Motor reproduction - Motor reproduction processes are those
that move component actions stored in memory into overt action
resembling that of the modeled behaviors.

4. Motivation - The final necessary ingredients for modeling to

occur is MOTIVATION. Learners must want to demonstrate what
they have learned.

Remember that since these four

conditions vary among individuals,
different people will reproduce the same
behavior differently.
 EFFECT OF MODELING ON
BEHAVIOR:
• Modeling teaches new behavior.

• Modeling influences the frequency of previously learned

behaviors.

• Modeling may encourage previously forbidden behaviors.

• Modeling increases the frequency of similar behaviors.

For example a student might see a friend a friend excel in
basketball and he tries to excel in football because he is
not tall enough for basketball.
EDUCATIONAL IMPLICATIONS OF
SOCIAL LEARNING THEORY
Social learning theory has numerous implications for
classroom use.

1. Student often learn a great deal simply by observing

other people.

2. Describing the consequences of behavior can effectively

increase the appropiate behaviors and decrease
innapropiate ones. This can involve discussing with learners
about the reward and consequence of various behavior.
3. Modeling provides an alternative to shaping for teaching new behaviors.
Instead of using shaping, which is operant conditioning, modeling can
provide faster, more efficient means for teaching new behavior. To
promote effective modeling a teacher must make sure that the four
essential conditions exist; attention, retention, motor reproduction, and
motivation.

4. Teachers and parents must model appropriate behaviors and take care
that they do not model innapropriate behaviors.

5. Teachers should expose students to a variety of the other models. This

technique is especially important to break down traditional stereotypes
THANK YOU!