Neo Behaviorism includes the theories of Edward Tolman and Albert Bandura. Tolman proposed purposive behaviorism, where learning involves forming beliefs about the environment and revealing knowledge through goal-directed behavior, not just stimulus-response. Bandura's social learning theory focused on learning through observing and imitating others. Key concepts include cognitive factors like expectations, as well as conditions for effective modeling like attention, retention, reproduction, and motivation. Social learning theory bridges behaviorism and cognitivism.

1. Neo Behaviorism
TolmanandBandura

2. Purposive Behaviorism
EdwardTolman
•SignLearning Theory.
•Linkbetweenbehaviourismandcognitivetheory.
•Learninginvolvesformingbeliefsandobtainingknowledgeabouttheenvironmentand
thenrevealingtheknowledgethroughpurposefulandgoal-directedbehaviour
•Stressedtherelationshipbetweenstimuliratherthanstimulus-responserelationship.
•Thereisnoneedforreinforcementinordertoestablishlearning.

3. Tolman’s Key Concepts
1. Learningisalwayspurposiveandgoal-directed.
•Individualsdomorethanmerelyrespondtostimuli;theyactonbeliefs,attitudes,
changingconditions,andtheystrivetowardsgoals.
2.Cognitivemapsinrats.
•Organismswillselecttheshortestoreasiestpathtoachieveagoal.
3.Latentlearning.
•Learningremainsorstayswiththeindividualuntilneeded.

4. 4.Theconceptofinterveningvariable.
•Variablesthatarenotreadilyseenbutserveasdeterminantsofbehaviour.
•Learningismediatedorisinfluencedbyexpectations,perceptions,
representations,needsandotherinternalandenvironmentalvariables.
5.Reinforcementnotessentialforlearning.
•Reinforcementisnotessentialforlearning,althoughitprovidesanincentivefor
performance.

6. Social Learning Theory
AlbertBandura
•Focusesonthelearningthatoccurswithinthesocialcontext.
•Peoplelearnfromoneanother,includingsuchconceptsasobservable
learning,imitation,andmodelling.

7. General Principles
of Social Learning Theory
1. Peoplelearnbyobservingthebehaviourofothersandtheoutcomesof
behaviour.
2.Learningcanoccurwithoutachangeinbehaviour.
3.Cognitionplaysaroleonlearning.
4.Sociallearningtheorycanbeconsideredabridgeoratransitionbetween
behaviouristlearningtheoriesandcognitivelearningtheories.

8. How the Environment Reinforces and Punishes Modelling
1. Theobserverisreinforcedbythemodel.
2. Theobserverisreinforcedbythethirdperson.
3. Theimitatedbehaviouritselfleadstoreinforcingconsequences.
4. Consequencesofthemodel’sbehaviouraffecttheobserver’sbehaviour
vicariously.

9. Contemporary Social Learning Perspective of Reinforcement
and Punishment
1. Contemporarytheoryproposesthatbothreinforcementandpunishment
haveindirecteffectsonlearning.
2. Reinforcementandpunishmentinfluencetheextenttowhichanindividual
exhibitsabehaviourthathasbeenlearned.
3. Theexpectationofreinforcementinfluencescognitiveprocessesthatpromote
learning.

10. Cognitive Factors
in Social Learning
1. Learningwithoutperformance
2. Cognitiveprocessingduringlearning
3. Expectations
4. Reciprocalcausation
5. Modelling

11. Conditions Necessary for Effective Modelling to
Occur
1. Attention
2. Retention
3. Motorreproduction
4. Motivation

12. Effects of Modelling
on Behaviour
1. Modellingteachesnewbehaviours.
2. Modellinginfluencesthefrequencyofpreviouslylearnedbehaviour.
3. Modellingmayencouragepreviouslyforbiddenbehaviours.
4. Modellingincreasesthefrequencyofsimilarbehaviours.

13. Educational implications
of Social Learning
1. Studentsoftenlearnagreatdealsimplybyobservingotherpeople.
2. Describingtheconsequencesofbehaviourcaneffectivelyincreasetheappropriate
behavioursanddecreaseinappropriateones.
3. Modellingprovidesanalternativetoshapingforteachingnewbehaviours.
4. Teachersandparentsmustmodelappropriatebehavioursandensurethatthey
donotmodelinappropriateones.
5. Teachershouldexposestudentstoavarietyofothermodels.