The learning theory of Thorndike represents the original Stimulus – Response Framework
(S – R Theory).
Thorndike’s first Theories of Learning (pre – 1930)
By using trial and error experiments with animals, Thorndike formulated his first theories of learning. In his Learning Theory he argued that adaptive changes in animal behavior is analogous to human learning. He also suggested that behavior associations (connections) could be predicted by application of laws : (1) The Law of Effect, (2) Law of Exercise, (3) Law of Readiness.
The Law of Effect
Law of Effect states simply that responses that are made prior to a pleasant event is more likely to be repeated, while responses that are made prior to unpleasant events are more likely to diminish. In other words this law states that those behavioral responses that were most closely followed by a satisfactory results were most likely to become established patterns and to occur again in response to the same stimulus.
Thorndike called the pleasant events as satisfying and unpleasant events as annoying. And both of them play critical part of learning. Thorndike’s Law of Effect defines what has become known as Instrumental Learning. Moreover, this law suggested a connection between the stimulus and the response and not between the response and the reward.
The Law of Exercise
In this law he stated that behavior is more strongly established when the connection of stimulus and response has been more frequently made. This law empathized that bonds between stimuli and response are strengthened through frequent exercise, done recently and vigorously.
The Law of Readiness
This Law involves the state of the organism or its motivation to learn. Thorndike wanted to explain through the law that some behavior is more likely to be learned than others.
Thorndike’s second Theories of Learning (post 1930)
Over the years, Thorndike continued to conduct experiments on animal behavior and in 1932, he determined that his Law of Exercise was not entirely valid in all cases. He also modified the Law of Effect to state that rewards for appropriate behavior always sensationally strengthened associations.
He made the revisions on his own learning theory throughout his life. Moreover, the other notable aspect of his scientific nature was that he himself admitted to being wrong about certain things.
(1) Half a Law of Effect :
Modifying the Law of Effect, Thorndike suggested that what does lead to learning is not the repetition, but actually the effect of the action. Moreover, Thorndike in this Law of Effect suggested that those actions that led to annoying state of affairs were stamped out. He also rescinded on this point, explaining that annoying comes relatively to the strength of a connection.
(2) Repeat of Law of Exercise :
Thorndike said what he was wrong about was in his Law of Exercise. He showed that on experiments with humans, that repetition does not cause learning.
Mostly observing changes in human learning processes brought about his post 1930 theories. He revised theories and concentrated more on what seemed to be cognitive process.
Edward Lee Thorndike was born in Williamsburg, Massachusetts, U.S.A., on August 31, 1874. He was son of a Methodist minister in Lowell. It was sheer industriousness & hard work, qualities ingrained in Thorndike at a young age that led him to attain great heights in psychological research.
Thorndike began his career at Wesleyan College studying English and graduated from the Suid College in 1895. He went to Harvard University, where he studied psychology.
At Harvard, to pay his tuition fees, Thorndike had to tutor a boy. Then at Harvard, Thorndike raised chickens in the basement of the house of William James. James guided Thorndike at Harvard between 1895 to 1897. However, he couldn’t pay for his studies at Harvard and as a fellowship was on offer, Thorndike moved to Columbia University.
At Columbia University under the guidance of James Mckeen Cattell, he earned his Ph.D. in psychology in 1898 at the age of 24. His thesis : Animal Intelligence published in 1911 is still a classic. He had done pioneering research on an Experimental Study of the associative processes in animals. Thorndike’s thesis showed that cats learn through a gradual process of trial and error. Such trial and error methods in learning leads to the Stamping in of correct responses. Thorndike went on to be the most prolific of writers in the various divisions of psychology.
In 1899, Thorndike joined the psychology faculty at Teachers College of Columbia University, where he also served as adjunct professor of Educational Psychology from 1901 to 1904. He was then promoted as Professor of psychology from 1904 till his retirement in 1940. From 1922 to 1940 he was also Director of the psychology division at the Institute of Educational Research at the Teachers College.
His intensity, depth of knowledge and mastery over the subject can be gauged from the fact that he has to his credit more than 78 books and 400 articles bearing over 508 titles. This results to almost 10 per year in his life long career, an achievement unparalleled. His published works have found mention in Teachers College Record, circa 1949.
Thorndike retired in August 9, 1939, but he worked actively till his death, ten years later. He was of the most influential forces in American education in the 20th century. He died on August 9, 1949 in Montrose, New York.
One of the founders of modern educational psychology, Thorndike Edward Lee applied scientific principles and quantitative treatment to psychological research. He also developed a theory of stimulus response based learning.
By using trial and error method in experiments with animals, he formulated laws of learning. He is particularly known for devising various intelligence aptitude tests. He published about 450 books and articles; among the most famous being Educational Psychology (1903), Animal Intelligence (1911), The Measurement of Intelligence and Human Nature and Social Order (1940).
He became an American pioneer in comparative psychology. His path breaking investigations in the twin fields of human and animal learning processes are among the most influential in the history of psychology.
Along with John Dewey, Thorndike E.L. was one of the most influential forces in American education, of the 20th century.
August 31, 1874
Born in Williamsburg, Massachusetts; U.S.
1892 - 93
Educated at Wesleyan University, Middletown, C.T.
1896
Received M. A. from Harvard University.
1897
Applied for graduate program at Columbia University.
1898
He was awarded Ph. D. from Columbia University.
1899
His initial employment at the College for the Women of Case Western Reserve in Cleveland, Ohio.
He became Instructor in Psychology at Teachers College, Columbia.
1900
He married Elizabeth Moulton on August 29.
1905
Formalized the Law of Effect.
1911
His book published on Animal Intelligence.
1912
Elected President of American Psychological Association.
1917
One of the first Psychologists admitted to the National Academy of Sciences.
1921
Ranked # 1 as an American man of science. His publication on the Teacher’s Words Book brought out.
1922
Published The Psychology of Arithmetic.
1927
Published book on The Measurement of Intelligence.
1928
Published book on Adult Learning.
1932
Publication of The Fundamentals of Learning.
1934
Elected President of the American Association for the Advancement of Science.
1939
Retired from Columbia University.
1949
Died on August 9, at Montrose, New York.
Learning Theory of Connectionism :
During the late 1890s and early 1900s Thorndike put forth a connectionism theory of learning. According to him learning consist of a series of neural connections that are formed – after given situations are faced – between the stimulus and the response.
Connections are formed under two situations (1) through continuity and (2) through reinforcement. Thorndike believed that human intelligence differs due to greater or lesser ability to form neural connections.
The Puzzle Box :
Thorndike’s experiments with the cats are his best known studies of animal learning. He constructed ‘Puzzle Box’ for his classic experiments on cats, dogs and monkeys to study animal intelligence. This ‘Puzzle Box’ consisted of ropes, levers and latches that an animal could use as a means for escape. The cat was locked in the puzzle box and was enticed to escape using food that was placed just out of reach from the box. The general construction of the Puzzle Box can be seen from the figure.
These boxes were so designed by Thorndike that escape from them could be effected in a variety of ways, E.g. by turning a button, pulling a string, depressing a lever, or pulling a wire loop.
The escape mechanisms were constructed in such a manner that when operated by the animal, would release a door, that was at once pulled open automatically by a weight, attached to it. An experiment was conducted by placing a hungry cat in the box with a small piece of fish or meat lying just near the outsides of the box.
Thorndike used different types of ‘Puzzle Boxes’ to study animal learning and he established the theory and principles of learning.
• Learning by ideas, as the name implies, characterized by the frequent presence of ideas as situations or as responses or as both. Whereas the bulk of learning which dogs and cats and chicks and rats display consists of connections leading from external or perceptual situations straight to bodily acts or to impulsive tendencies closely attached to such acts. The insight learning of man operates with the aid of ideas which are free from narrow confinements.
• The repetition of a situation may change a man as little as the repetition of a message over a wire changes the wire. In and of itself, it may teach him as little as the message teaches the switchboard…. The more frequent connections are not selected by their greater frequency.
• For a conduction unit ready to conduct to do so is satisfying and for it not to do so is annoying.
• If a certain state of affairs acts upon a man a thousand times a week for a year, he will, so far as the more repetition of that state of affairs is concerned, probably respond no better the last week than the first." Rewarding a connection always strengthened it substantially punishing it weakened it little or not if at all.
• Improvement in any single mental function need not improve the ability in functions commonly called by the same name. It may injure it.
• One cannot train the mind in general, for the mind is on its dynamic side a machine for making particular reactions to particular situations.
• Any fact of intellect, character or skill means a tendency to respond in a certain way to a certain situation. …Involves a situation or state of affairs influencing the man, a response or state of affairs in the man and a connection or bond where by the latter is the result of the former.
