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Toleman - Sign Theory

1) Edward C. Tolman proposed sign theory as an alternative to behaviorism, believing that learning involves forming cognitive maps and acting based on beliefs rather than just stimulus-response. 2) According to Tolman's theory, behavior is goal-directed and uses environmental factors as a means to reach goals, involving the formation of cognitive maps. 3) Tolman argued that learning depends on an organism's need system, belief value matrix, and behavior space, involving learning sign-significance relations rather than just movement patterns.

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1K views5 pages

Toleman - Sign Theory

1) Edward C. Tolman proposed sign theory as an alternative to behaviorism, believing that learning involves forming cognitive maps and acting based on beliefs rather than just stimulus-response. 2) According to Tolman's theory, behavior is goal-directed and uses environmental factors as a means to reach goals, involving the formation of cognitive maps. 3) Tolman argued that learning depends on an organism's need system, belief value matrix, and behavior space, involving learning sign-significance relations rather than just movement patterns.

Uploaded by

shraddha
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Basis of Learning according to Sign Theory Edward C.

Tolman
(1886- 1959), like behaviourists rejected the idea of introspection as
a method of studying human behaviour. On the contrary, he
believed the objective method of collecting data. He remarked that
we do not only respond to the stimulus but we act on beliefs, and
express attitudes. Behaviour can be modified by experience and
training.

Tolman’s theory combines the advantages of stimulus-response


theories and cognitive field theories.
Tolman’s theory of learning is known by several names such as “sign
significance theory”, “expectancy theory”, “purposive behaviourism”
or simple “sign theory”.

He said there are few main charactwrstics of behaviour:


(a) Behaviour is goal-directed i.e. it is purposive.

(b) Behaviour makes use of environmental factors as means for


getting at the goal.

(c) Behaviour consists of the formation of cognitive maps.

(d) The organism has a selective preference for the “principle of


least effort”, for arriving at the goal.

(e) Molar behaviour is docile.


So, According to Tolman, the behaviour depends upon:
(a) The need system,

(b) The belief value matrix, and

(c) The behaviour space.

This theory takes into consideration that learning is based upon


some signs or clues leading to the goal. The organism learns not the
movement patterns, but the sign-significative relations.

Educational Implications:
Typical Learning Problems:
Capacity:
The learning of a task depends upon the capacity of the learner.

Practice:
Tolman believes that practice or exercise cannot help the learner in
the initial selection of a right response. Mere frequency without
belongingness does not establish a connection.

Motivation:
Motivation does not help in learning something new. It simply
encourages the performance as such.
Understanding:
Tolman believes in learning by creative inference, inventive ideation
and so on. Insightful learning is emphasized.

Transfer:
Transfer of training depends upon applicability of the essential
relationship perceived by the learner in one situation to some other
situation.

Forgetting:
Repression and ratio-active inhibition cause forgetting Tolman
attributes forgetting to the resistance of cathexis (relationship
between a drive and object) also.

Laws of Learning:
Tolman stated the following laws of learning:
1. Law of Capacity:
This relates to traits, characteristics and aptitudes of the learner
which determine type of tasks and situations which can be mastered
successfully.

2. Law of Stimulus:
It deals with conditions inherent in the material itself such as
belongingness of its parts and how successfully it leads to insightful
solution.

3. Law of Manner:
It is concerned with the manner of presentation of material such as
frequency of presentation, distribution of practice and use of
rewards.

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