Thornsdike's Theory of Trial and Error (S-R theory with Reinforcement or Reward)

 

Thornsdike's Theory of Trial and Error 

(S-R theory with Reinforcement or Reward)

Meaning

Edward Lee Thorndike (1874-1949) was the first American psychologist who introduced the concept of reward (reinforcement) for learning and conducted a series of experiments as learning with animals. All learning, according to him, is the formation of bond or connections between stimulus response. In any act of learning, the learner is only acquiring a series of new responses and hence any description of the learning process is only a description of how a learner acquires and stabilises a new series of responses.

Thornsdike's Classical Experiment

Thorndike conducted a number of experiments on animals to explain the process of learning. His most widely quoted experiment is with cats placed in a puzzle or problem box. He put a hungry cat in a puzzle box. There was only one door which should be opened by correctly manipulating a latch or by pulling a loop of string hanging inside the box. A fish was placed outside the box. The smell of the fish acted as a strong motive for the hungry cat to come out of the box. The cat indulged a number of random activities or movements inside the box indicating trial and error type of behaviour-clawing at the bars, biting at the bars or wires, scratching the box, walking around, pulling and jumping, etc., to come out to get food. After a number of random movements the latch was manipulated accidentally and the cat came-out and got the food (reward). Over a series of successive trials the cat took shorter and shorter time and committed less number of errors and was in a position to manipulate the latch as soon as it was put in the box and learnt the art of opening the door.

Thorndike found that it was only after many random trials that the cat was able to hit upon the solution. He said it is a trial and error learning. An analysis of the learning behaviour of the cat in the box conforms that there was motivation, goal, exploration (random movements) and reinforcement, etc., in the learning process. Thus learning is the result of connection or bond formation between the stimulus and response.

Laws of Learning

On the basis of the experiments Thorndike suggested certain laws which governed human learning. The primary laws suggested are the laws of readiness, exercise and effect.

1. The Law of Readiness

The term readiness refers to preparedness of the organism in a certain manner which immediately precede the action. If the child is ready to learn, he/she learns more quickly. effectively and with greater satisfaction than if he/she is not ready to learn. Thus the law of readiness means mental preparation for action and not to force the child to learn if he is not ready. Therefore, the teacher should make an attempt to motivate the students by stimulating their attention, interest and curiosity.

2. The Law of Effect

The law explains the importance of effect or consequence in strengthening and weakening of connection. While success brings with it satisfaction and strengthening of the relation the failure increases dis-satisfaction and the absence of the relation among the facts weakens them. Therefore, all pleasant experiences have a lasting influence and are remembered for a long time, while the unpleasant ones are soon forgotten. Thus the law emphasises the role of rewards and punishment in the process of learning.

3. The Law of Exercise

The law explains the role of practice in learning. It has two sub-laws, I.e.. law of use and law of disuse. With practice the connection is strengthened (use) and when practice is discontinued, connection is weakened (disuse).

All these three laws are significant in many kinds of learning in our life and can be mentioned like "you can lead a horse to the water but you cannot make it drink". "Nothing succeeds like success", and "practice makes a man perfect" In addition to the above Thorndike mentioned five subordinate laws of learning. These are as follows:

Subordinate Laws of Learning

a. Law of multiple response or varied reaction. This laws implies that when an individual is confronted with a new situation he responds in a variety of ways trying first one response and then another before arriving at the correct one.

b. Law of attitude or mental set. Learning is guided by a total attitude or 'set' of the organism. The learner performs the task properly if he/she has developed a healthy attitude towards the work.

c. Law of partial activity: This suggests the capacity of the learner to deal with the relevant part of the situation which is directly related to his learning effort. The law states that the learner makes selective responses in a learning situation.

d. Law of analogy: This law suggests that new situations are tackled on the basis of older ones or previous experience.

e. Law of associative shifting: This law states that we may "get any response of which a learner is capable, associated with any situation to which he is sensitive.

Characteristics of S-R Theory

The factors that this theory reveals about the process of learning are its characteristics. 

(1) This theory supports connectionism, this is another thing that a considers only the establishment of relationship between stimulus and response as learning. In the process of learning, previous experiences and new experiences are also connected to each other

(2) According to this theory, application of the acquired knowledge is learning, we cannot call the knowledge as learning until it has not been used.

(3) This theory considers that the objective is necessary for learning and it considers it necessary for a motive or drive to be behind the objective, and it considers the presence of a stimulus which is helpful to the realization of the objective.

(4) This theory considers effort by the learner as necessary. According to it, a learner learns correct response by trial and error. 

(5) Thorndike has propounded some laws on the basis of this theory following which the process of teaching-learning becomes effective. 

Shortcomings of S-R Theory

(1) This theory was propounded on the basis of experiments performed on animals, this does not apply fully on the learning process of man.

(2) According to this theory, a stimulus is necessary for learning while man responds even without any stimulus, and learns as well. 

(3) This theory talks of arriving at the correct response by trial and error, while man performs the correct response by insight. 

(4) This theory considers man a biological machine and learning mechanical process, while there is a vital role played by intelligence thinking, logic and reasoning in the learning by man.

(5) This theory lays emphasis on learning by trial and error, which takes much time.

Educational Implications of the trial and error learning

Thorndike's theory is of great significance in the field of education or teaching-learning process. He has stressed the following five things which assist in the progress of learning. These are:

(i) interest in the work,

(ii) interest in improvement,

(iii) significance,

(iv) attitude,

(v) attentiveness.

He encouraged the psychological revolution in the field of education and emphasized the study of elements according to specific situations and motivation in learning. It has also given an impetus to drill and practice and highlighted the importance of rewards and praise in the field of learning.