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Neobehaviorism

FOCUS ON LEARNING

PART 2

Neobehaviorism

Neobehaviorism is a school of thought that posits that the study of learning and a focus on rigorous objective observational methods form the key to scientific psychology.

Neobehaviorism is the second phase of behaviorism. It is a form of behaviorism that takes unobservable internal behaviors into account.

Born: April 14, 1886

Born at: West Newton, Massachusetts

Died: November 19, 1959 (aged 73)

Died at: Berkeley, California

Nationality: American

Alma mater: Massachusetts Institute of Technology and Harvard University

Known for: Behavioral psychology

Cognitive map

Latent learning

Purposive behaviorism

Scientific career

1.

Eduard C. Tolman

Rat Maze Theory

Rat Maze Theory

In this study 3 groups of rats had to find their way around a complex maze. At the end of the maze there was a food box. Some groups of rats got to eat the food, some did not, and for some rats the food was only available after 10 days.

Rat Maze Theory

  • Group 1- with food reward
  • Group 2- no food reward
  • Group 3- first 10 days;no food reward. on 11th day; with food reward

Rat Maze Theory

  • Group 1- with food reward
  • Group 2- no food reward
  • Group 3- first 10 days;no food reward. on 11th day; with food reward

Latent Learning

Latent learning is a type of learning which is not apparent in the learner's behavior at the time of learning, but which manifests later when a suitable motivation and circumstances appear. The idea of latent learning was not original to Tolman, but he developed it further.

Cognitive Maps

An internal representation (or image) of external environmental feature or landmark.

By using this internal representation of a physical space they could get to the goal by knowing where it is in a complex of environmental features. Short cuts and changeable routes are possible with this model.

Purposive Behaviorism

  • It was obvious that all actions of behavior are goal-oriented, including those for animals.

  • The concept of intervening variables- is variables that are not readily seen but serve as determinants of behavior.

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

2.

Albert Bandura OC

Born: December 4, 1925 (age 94)

Birth Place: Mundare, Alberta, Canada

Nationality: CanadianAmerican

Alma mater: University of British Columbia, University of Iowa

Known for: Social cognitive theory

Self-efficacy

Social learning theory

Bobo doll experiment

Human agency

Reciprocal determinism

SOCIAL LEARNING THEORY

Social learning theory focuses on the learning that occurs within a social context. It considers that people learn from one another, including such concepts as observational learning, imitation and modeling.

Video References

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 theories and cognitive theories.

HOW THE ENVIRONMENT REINFORCE AND PUNISHES MODELING

People are often reinforced 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 model's behavior affect the observer's behavior vicariously.

CONTEMPORARY SOCIAL LEARNING PERSPECTIVE OF REINFORCEMENT AND PUNISHMENT

1. Contemporary theory proposes that reinforcement and punishment have indirect effects on learning. They are not sole 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 process that promote learning.

CONDITIONS NECESSARY FOR EFFECTIVE MODELING TO OCCUR

1. Attention

2. Retention

3. Motor reproduction

4. Motivation

COGNITIVE FACTORS IN SOCIAL LEARNING

1. Learning without performance

2. Cognitive processing during learning

3. Expectations

4. Reciprocal causation

5. Modeling

It is the distinction between learning through observation and the actual imitation of what has been learned

COGNITIVE FACTORS IN SOCIAL LEARNING

1. Learning without performance

2. Cognitive processing during learning

3. Expectations

4. Reciprocal causation

5. Modeling

It is the distinction between learning through observation and the actual imitation of what has been learned

Effects of modeling on behavior:

1. Modeling teaches new behaviors.

2. Modeling influences the frequency of previously learned behaviors.

3. Modeling may encourage previously forbidden behaviors.

4. Modeling increases the frequency of similar behaviors.

EDUCATIONAL IMPLICATIONS OF SOCIAL LEARNING THEORY

1. Students often learn a great deal simply by observing other people.

2. Describing the consequences of behavior can effectively increase the appropriate behaviors 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.This technique is specially important to break down traditional stereotypes.

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