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Tolman's Sign Learning Theory (1)

Tollman's Sign learning theory

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Tolman's Sign Learning Theory (1)

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  1. Tolman's Sign Learning Theory

  2. Tolman’s theorizing has been called purposive behaviorism and is often considered the bridge between behaviorism and cognitive theory Book: Purposive Behaviorism in animals and men. An organism learns by pursuing signs to a goal, i.e., learning is acquired through meaningful behavior. Learning is developing from bits of knowledge and cognitions about environment and how an organism relates to it. Not simply stimulus - response connection, instead learning involves many combinations. Termed “Purposive Behaviourism”.

  3. No Need for reinforcements. Rewards and punishments can motivate to continue but learning is never initiated due to reinforcements. Stimulus-Stimulus theory of learning. S-S relation creates signals or signs which initiates learning. By using this internal representation of physical space, the individual could get to the goal. This is the concept of cognitive map.

  4. Experiment Maze running experiment. Rat has developed a cognitive map of the maze, where the place of reward was located. Individuals acquire large number of cues from environment and build up expectancies about their performance or changeable characteristics.

  5. Latent learning ?

  6. Main Features 1: Molar Theory Group behaviour is made up of individual ‘s behaviour , yet while defining behaviour group should be emphasised, not individual. Proceed from whole to part.

  7. 2: Goal directed behaviour : Behaviour is directed by goals . 3: Changing behaviour: Individual and group behaviour changes from time to time. Is very dynamic in nature.

  8. Types of Learning 1. Cathexis Learners have the ability to associate specific objects or ideas with a particular drive. This can be either negative or positive. 2. Field Expectancies Learners discover that a certain action leads to a specific outcome. 3. Equivalence Beliefs An online learner feels that a secondary or "sub-goal" carries the same weight as a primary goal.

  9. 4. Field Cognition Modes To solve a problem, learner has to arrange and configure information that involves the learner’s perceptual field such as surrounding of the learner, personal belief and emotional state. 5. Motor Patterns The relationship between stimuli and physical movement. This also pertains to motor skills. Tactile eLearning activities allow online learners to interact with the subject matter directly while refining their sensory skills

  10. 6. Drive Discrimination This type of learning is directly related to cathexis. In fact, it shares many of the same characteristics. It occurs when a learner must discriminate between certain drives in order to achieve their goal. In some cases, these drives may be competing or a particular drive is more effective or refined than the others.

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