 I welcome you all once again to my channel Explore Education and I am Dr. Rashmi Singh, Assistant Professor, Department of Education. This is Kanna Galshwari College, University of Allahabad. And we are discussing the theories of learning under behaviorism and this is the last theory under behaviorism because after this cognitivism has been started and this theory has been provided by Edward J. Stolman, it is called as Stolman's theory of learning and the lecture will be in bilingual mode and must be very useful for various competitive teaching examinations. Okay, and do subscribe my channel as well. So let's start. First of all, Stolman's theory of learning. The behaviorist stated that psychology should study actual observable behavior and that nothing happens between stimulus and response. Generally, behaviorists believe that we should study observable behavior and there is nothing between stimulus and response. Stimulus is responsible for the response of the organization and it is associated with the connection between an intervening variable, a stimulus connection, a response connection, a driver-object connection, etc. But Edward J. Stolman challenged these assumptions by proposing that people in stimulus are active information processors. He is saying that the organization does not behave passively when they get a stimulus but they work like an active information processor. So he challenged behaviorism in a way. And he said that Stolman developed a cognitive view of learning that has become popular in modern psychology and after that he gave us a cognitive view of learning in which the organization does information processing that behaves like an active learner. And we get this view from Stolman. Stolman believed that individuals do more than merely respond to stimuli. They act on beliefs, attitudes and changing conditions and they strive towards goals. He said that these individuals do more than merely respond to stimuli. He said that they do more than merely respond to stimuli. They act on beliefs, attitudes, changing conditions and they strive towards goals. And goals are the basis for learning. They are the basis for learning. That is why they call learning behaviorism as a purposeful behaviorism. Because it acts purposefully in the organization. And there are many other names of their theories like sign theory, sign significate theory, sign gestalt theory, etc. There are many other names of their theories. And Stolman is virtually the only behaviorist who found the SR theory unacceptable. He is the only behaviorist who did not accept the SR theory. Because reinforcement was not necessary for learning to occur. And look at how hard-working his behavior was. He said that it is not necessary to learn balance again. It is not necessary prerequisite to learning. This is what he said for reinforcement. While everyone is saying that reinforcement will be rewarded, law will be effected, but it will be conditioning. Who was talking about this? He was talking about reinforcement. Reinforcement is something that is necessary for learning. He said that he remarked that we do not only respond to the stimulus but we act on beliefs and express attitudes. Behavior can be modified by experience and training. Apart from this, Tolman's theory combines the advantages of SR theories and cognitive field theories. Which are behaviorist theories. In behaviorism, you can say that you have to think last. So, some of them took advantage of the SR theory. But they took a step towards cognitive field theory. In this way, this theory is a bridge between behaviorism and cognitive field theory. So, what is the advantage of the SR theory? It is a bridge between behaviorism and cognitive field theory. Tolman published his major work entitled Purposive Behavior in Animals and Men. His main work was published in 1932 in the name of Purposive Behavior in Animals and Men. He recorded all his experiences and revised this theory in 1949. In 1949, he revised his theory again. According to the findings of these experiments, the learner does not reach the goal in a fixed sequence of moments. But changes his behavior according to the variation in conditions. He did not reach the goal in a fixed sequence. Like what was happening there? Reinforcement is happening. Reinforcement is happening. He does not reach the goal in a fixed sequence. And he wants to reach the goal where he has the least effort. This is his experiment. Tolman, rat and mage experiment. He made a mage experiment for a rat. He left it here. This is the starting point. This is the beginning point. He left it there. So, he made three groups of rats. He gave everyone a reward. He gave someone a delay. In their famous experiments, Tolman and Honjik built a mage to investigate latent learning in rats. Why? We do not know that they are learning. But when necessary, we express it. This study also shows that rats actively process information rather than operating on a stimulus response relationship. They are saying that the rats, their subject actively processes information. They are also thinking about it. Because for the first time, they have taken precepts from the mind. That is why this theory has gone towards cognitivism. They are not operating on a stimulus response. They are saying that do rats use a mental map to navigate? Is this the way to get out of it? Is something going on in their mind? Is this the way to get out of it? Or is it going according to the reward? So, they are saying that it is not going according to the reward. It is going according to the cognitive map. Let's see what it is. It demonstrates that rats could make navigational decisions based on knowledge of the environment rather than directional choices simply being directed by the effects of rewards. They are making it according to the direction. The knowledge of the environment, the information processing, the knowledge that they have worked on, they are choosing the direction to get out of rats not according to the direction where they are getting the reward, where they are getting the reinforcement. So, they made three groups. The first group was rewarded. The second group was given a delayed reward. The third group was not given a delayed reward. What was the result? The delayed reward group learned the root for 1 to 10 days. The delayed reward group learned the root. They learned it for 10 days so that it would get out of this path. And formed a cognitive map of the major. The first picture of the major became a mental structure. They took longer to reach the end of the major because there was no motivation for them to perform. They took more time to reach the end because they had no motivation and no reward to reach them. But from day 11 onwards, when they learned the path, they had a motivation to perform. That is, food was kept out of the way. So, they got a motivation to perform and reached the end before the reward group. And now, the reward group started to learn better. They took more time in the beginning because they didn't get any reward, no reinforcement, no motivation. But when they got the idea that we have to get out of this path from day 11 onwards, they started performing better because they didn't get any reward according to the cognitive map. This is their finding that takes us towards cognitive vision. What are the main features? It accepts behavior as a basis. This is also considered as the basis of behavior. The main characteristics of behavior are behavior is goal directive. That is its purpose. This is the first time that behavior is a goal. There is no goal but it is the goal. The goal means your mental processes will get involved. Behavior makes use of environmental factors as a means of getting to the goal. Behavior uses environmental factors to reach the goal. And behavior consists of the formation of cognitive maps and behavior is made according to the formation of cognitive maps. The organism has a selective principle of least effort. The organism prefers to reach the goal where it has to put at least effort for arriving at the goal. And the molar behavior is docile. The molar behavior is tactful. It does only work according to the stimulus response. According to Tullman, the behavior depends upon the need system. The belief value system is the attitude or beliefs expressed by the organism and the behavior space. Behaviorism and Cognitivism are the two plus points. This theory takes into consideration that learning is based on some signs or clues leading to the goal. The organism learns not the movement patterns but the sign-significant relation. It is said that the movement pattern was not learned but it was learned according to the sign gestalt learning. The sign gestalt learning was also influenced by gestalt. It is said that it is a perception. It is also said that the rat has perceived the mage, the sister, where we have to get out of. Not that he is going towards the reward. Tips of learning. There are many types of learning. Approach learning, escape learning, avoidance learning, choice point learning, latent learning. Latent learning is the most popular. All forms of learning depend on means and readiness. Means means the readiness to reach the goal. That is, goal-oriented behavior. The behavior of the organism is goal-oriented by mediated by. It helps with its expectations, perceptions, representations and internal and environmental variables. Cognitive factors are included in learning theory. Tolman's version of behavior emphasize the relationships between stimuli rather than stimulus response. Their behavior is giving more emphasis on the relationship between stimuli. The connection between stimuli is giving more emphasis on the stimulus response. According to Tolman, a new stimulus, becomes associated with already meaningful stimulus, the significate. That is why the significate theory is also named. Through a series of pairings, there was no need for reinforcement in order to establish learning. For this reason, Tolman's theory was closer to the connectionist framework of thondite than the drive-reduction theory of HAL and other behaviors. If we look at it from this perspective, then we find that Tolman's theory is more important than the behaviorist's. The laws of learning are known as law of capacity, law of stimulus, law of manner. What is the law of capacity? This relates to traits, characteristics and aptitudes of the learner, which determine types of works and situations that can be mastered successfully. That is, the trait, shield, the characteristic, the aptitude of the learner determines which and how the situation and work will be mastered. Then, law of stimulus deals with conditions inherent in the material itself, such as the belongingness of its part and how successfully it leads to insightful solutions. Why is this very insightful? Because it is influenced by gestalt, so it is talking about insight and trial error. That is why he said that belongingness of the parts. When you are gestalt, what is it called? Cohesiveness, rules. And law of manner, it is concerned with the manner of presentation of materials, such as frequency of presentation, distribution of practice and use of rewards. What is the way in which things are being kept in front of it? This affects whether learning will be or not. Educational implications. Capacity, the learning of a task depends upon the capacity of the learner. That is, the learner's capability will determine whether he will be able to practice or not. I believe that practice and exercise cannot help the learner in the initial selection of the right response. It does not help in the beginning, but in the later. And mere frequency without belongingness does not establish a connection. It is said that only by being again and again, nothing is being learned. Motivation does not help in learning something new. It simply encourages the performance. In fact, what we have learned from earlier, its performance can do better. What is understanding? All men believes in learning by creative inference, inventive ideation and so on. Insightful learning is emphasized. I am talking again and again. Gestalt talked about insightful learning. He talked about understanding, perception and he took this from there. Transfer of training depends upon the applicability of the essential relationship perceived by the learner and he is also talking about transfer of learning. He is also talking about transfer of learning because he has given his theory of transfer of learning through his writings. Then forgetting, repression and radioactive inhibition cause forgetting to all men attributes forgetting to the resistance of catharsis. He says how to forget. When you are repressed, you are repressed or you are forgetting to the resistance of catharsis. If resistance comes in between driver and object, then you will forget. This is an old theory. We have to see how the emergence of psychology is helping. How the paradigm is shifting from behaviorism to cognitivism. How we are understanding that we can only define learning or behavior from observable aspects. Human being is not such a simplistic organism that you will only be given stimulus and will only be given a response. Learning is also very cliched but still every human being has told us how to learn. Conclusion. He has been called Purposive Behaviorism. He has taught us that he is often considered the bridge between behaviorism and cognitive theory. According to Tollman's theory of sign learning, an organism learns by pursuing a sign to a goal. That is, learning is acquired through meaningful behavior. When it comes to meaningfulness, mental processes are involved. Tollman emphasized the organized aspect of learning. Then, Edward Chase Tollman is best known for cognitive behaviorism. Purposive or cognitive behaviorism will be called. Hulky theory will also be called deductive behaviorism. His research on cognitive maps and the theory of latent learning and the concept of an intervening variable. Tollman's work challenged the behaviorist notion that all behavior and learning is the result of the basic stimulus response pattern. Tollman's work challenged the behaviorist notion that all behavior and learning is the result of the basic stimulus response pattern. The behaviorist said that all learning is only on the SR pattern. But he did not move forward. His theory of latent learning suggests that learning occurs even if no reinforcement is offered. He said that even if you do not give any reinforcement, Tollman's concept of latent learning and cognitive maps help pave the way for the rise of cognitive psychology. The concept of latent learning and cognitive psychology. Finally, I have completed all the learning theories. It was a Herculean task for me too to cover all the learning theories but finally I have done it. I have done it. Then from my side and do like and subscribe my channel and join my telegram group too for further communication with me. Done from my side.