Tolman, Purposive Behaviorism, and Bandura's Social Learning Theory

Vocabulary flashcards covering key terms from the lecture notes on neo-behaviorism, Tolman’s Purposive Behaviorism, cognitive maps, latent learning, intervening variables, and Bandura’s Social Learning Theory.

Neo-behaviorism

A transitional school bridging behaviorism and cognitive theories; it retains some behaviorist ideas while incorporating internal cognitive processes, notably associated with Tolman and Bandura.

Purposive Behaviorism

Tolman’s view that learning is purposeful, goal-directed, and cognitive, often described as molar behavior and linked to sign learning.

Sign learning theory

Tolman’s theory that learning occurs through sign stimuli paired with significates (meaningful stimuli) without the need for reinforcement.

Significate

The meaningful stimulus in sign learning theory that is paired with a sign.

Cognitive maps

Mental representations of the environment that guide navigation and problem solving (e.g., maze experiments in rats).

Latent learning

Learning that is not immediately expressed but is demonstrated later when needed.

Intervening variable

Unseen internal determinants (such as expectations, perceptions, needs) that mediate or influence learning and behavior.

Reinforcement not essential for learning

Tolman’s claim that reinforcement is not required for learning itself; it affects performance but not knowledge formation.

Tolman’s Key Concepts

Core ideas: purposive/goal-directed learning; cognitive maps; latent learning; intervening variables; reinforcement not essential for learning.

Edward Tolman

Psychologist who proposed Purposive Behaviorism and sign learning; emphasized cognitive processes in learning.

Albert Bandura

Psychologist who proposed Social Learning Theory; emphasized observational learning, modeling, and cognitive factors.

Social Learning Theory

Bandura’s theory that people learn in social contexts via observation, imitation, and modeling, with cognition shaping outcomes.

Modeling

The process of observing another’s behavior and then imitating it.

Observational learning

Learning that occurs by watching others, which may or may not result in immediate behavioral change.

Live model

A real person who demonstrates a behavior for observers to imitate.

Symbolic model

A model presented through media (television, film, pictures) rather than in person.

Four conditions for effective modeling

Attention, Retention, Motor reproduction, and Motivation—the prerequisites for modeling to influence learning.

Attention

The learner must focus on the model to acquire the demonstrated behavior.

Retention

The learner must encode and remember the observed behavior, often via rehearsal.

Motor reproduction

The learner must be physically capable of reproducing the demonstrated behavior.

Motivation

The learner must want to perform or imitate the behavior.

Vicarious reinforcement

Learning occurs when the observer witnesses the model being reinforced for a behavior, increasing imitation.

Reciprocal causation

Triadic relationship where the person, behavior, and environment mutually influence each other.

General Principles of Social Learning Theory

Cognition plays a role; learning can occur without immediate performance; modeling and attention are central; reinforcement influences but is not the sole cause.

Contemporary view on reinforcement and punishment

Reinforcement and punishment have indirect effects on learning; attention and expectations shape cognitive processing.

Modeling effects on behavior

Modeling can introduce new behaviors, increase frequency of existing ones, or encourage previously forbidden behaviors.

Educational implications of Social Learning Theory

Educators should model appropriate behaviors, expose students to diverse models, and avoid modeling harmful behaviors to break stereotypes.