TOLMAN’S PURPOSIVE BEHAVIORISM

Molar Behavior

Chief characteristic is that it is purposive; it is always directed toward some goal.

Molar Behavior

Tolman never contended that behavior could not be divided into smaller units for the study; he felt that whole behavior patterns had a meaning that would be lost if studied from an elementistic viewpoint

Purposive Behaviorism

Also known as sign Learning theory, cognitive behaviorism, and expectancy theory, reflecting its multifaceted nature, which is a link between behaviorism and cognitive theory

Purposive Behaviorism

Tolman believed learning is a cognitive process and founded with two psychological views; Gestalt Theory and John B. Watson’s Behavior Theory

Cognition

The process where animals acquire knowledge their surroundings

True

True or False

Tolman's theory attempts to explain goal-directed behavior, or purposive behavior.

Learning (According to Tolman)

Essentially a process of discovering what leads to what in the environment. It is an ongoing process that required no motivation and it is purposive and goal directed, acquired through meaningful behavior.

Motivation

Important in Tolman's theory because it determines which aspects of the environment are attended to by the organism.

Drive state

Determines which aspects of the environment will be emphasized in its perceptual field.

True

True or False

Behavior can be modified by experience and training, it is not mechanical, but a complete purposeful exercise

False, Tolman’s form of BEHAVIORISM stressed the relationships between stimuli rather than stimulus-response.

True or False

Tolman’s form of neo behaviorism stressed the relationships between stimuli rather than stimulus-response.

Rat Maze Experiment

Aims to demonstrate that rats could make navigational decisions based on knowledge of environment, rather than directional choices being dictated by the effects of rewards.

Goal Directedness

Individuals do more than merely respond to stimuli; they act on beliefs, attitudes, changing conditions, and they strive toward goals. Saw behavior as holistic, purposive, cognitive.

Cognitive Maps

Internal representation (or image) of an external environmental feature or landmark.

Principle of Least Effort

Organisms select the shortest or easier path to achieve a goal–

Latent Learning

Learning that remains or stays with individuals until needed. Learning can occur without any reinforcement of a behavior.

False, in latent learning it possible for learning to REMAIN DORMANT for a considerable length of time before manifesting.

In Latent Learning it is possible for learning to be active all the time for to be able to manifest it

Intervening Variable

Variables not readily seen but serve as determinants of behavior.

True

True or False

Learning is influenced by expectations, perceptions, representations, needs, and other internal or environmental variables.

True

True or False

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

Cathexis (Cathesex)

Learned tendency to associate certain objects with certain drive states

Equivalence Beliefs

Perception that “subgoal” has the same value or effect as the main goal. Tolman felt this learning more typically involved the "social drives" rather than physiological drives.

Field Expectancies

Learn what action leads to what outcome. Upon seeing a certain sign, for instance, it expects that a certain other sign will follow.

Field Cognition Modes

Learning which Tolman was least confident. Approaching a problem-solving situation through arranging perceptual field with certain configuration. Suspected that this is innate but can be modified by experience

Drive Discrimination

Discriminate between drives in accordance with desired outcomes. Organisms determine their own drive state and respond appropriately.

Motor Patterns

Learning association between stimuli and movements/physical environment. It involves acquiring new motor skills or functions as a result of practice or experience.

PROJECT-BASED LEARNING (PBL)

Students work on projects, requiring them to apply knowledge and skills to solve real-world problems.

FLIPPED CLASSROOM

Students learn new content at home through videos or readings and engage in interactive activities in class.

INQUIRY-BASED LEARNING

Students learn by asking questions, investigating solutions, and constructing new understandings.

USE OF TECHNOLOGY AND SIMULATIONS

Educational technologies and simulations provide interactive and immersive learning experiences.

COLLABORATIVE LEARNING

Students work together in groups to achieve common learning goals.

Theory’s Criticisms (OVEREMPHASIS ON COGNITION)

Learning include development of cognitive map and formation of internal representation. Traditional behaviorists believe mental processes were unimportant to their study, holding that behavior could be adequately explained by stimulus-response associations.

Theory’s Criticisms (DEFINING COGNITIVE MAPS WITH AMBIGUITY)

Tolman stressed cognitive maps, he did not define in full detail how these formed and functioned. Critics said that this situation led to uncertainties and made it difficult to test his theory empirically.

Theory’s Criticisms (INADEQUATE EXPERIMENTAL EVIDENCE IS AVAILABLE)

Critics state a complete lack of experimental data did not support Tolman’s theory. His study largely consisted of animal testing (rats moving through mazes),which may not comprehensively apply to more sophisticated learning in humans or other species.

Theory’s Criticisms (UNSUITABILITY FOR OPERANT CONDITIONING)

Tolman’s theory focus on behavior directed towards goals, is markedly different from operant conditioning theories, which consider reinforcement and results of behaviors as the major forces influencing learning.