Pavlov's Theory and Hull's Drive Reduction Theory

Theories of Learning

1. Presented by Dr. Subhajit Kumar Ghosh Assistant Professor Department of Education Ramsaday College (NAAC Accredited ‘B+’) Amta , Howrah

2. Processes of Learning Acquisition Generalization Distinction/ Discrimination Extinction Stimulus Recovery Time: 7 AM 10 AM 12 PM 2 PM 4 PM 6 PM

3. Hull’s Reinforcement Theory and Drive Reduction Model Learning Motivation Clerk L. Hull (May 24, 1884 – May 10, 1952), Yale University, America, Influential Behaviourist Influenced by Darwin, Pavlov, Thorndike, Tolman Drive Reduction Theory first presented in his book ‘Principal of Behaviour ’- 1943; Extended his work in his last book ‘A Behaviour System’- 1952 Drive is the basic force behind Motivation Also called Need Satisfaction Model

4. Drive: State of Tension OR arousal caused by Biological/ Psychological Need A Drive creates an unpleasant state, tension that needs to be reduced

5. Primary/ Physiological: Secondary/ Learned: Primary Drive: Innate biological need ,e.g. Food, Water . They are internal stimuli that compel the organism to act in a certain way Secondary Drive: Develop through association of stimuli with the reduction of primary drives Once developed the secondary drives can also impel the organism to action. Need of Money etc. Both drive constitute Motivation & Motivation is a major factor of Behavior.

6. Homeostasis: Human body acts /actively works to maintain a certain state of balance or equilibrium The process by which the body reacts to changes in order to keep conditions inside the body same such as Body Temperature, pH of Blood etc. When drive hits the person experience unpleasant states they want to reduce the drive. Any behaviour that linked to reduce the drive will be repeated as this will act as positive reward.

7. Hull’s theory was consisted with 16 postulates. Some of these are discussed below: Change in S-R Formula Rejected Thorndike’s Trigger like function of stimuli-response. Also rejected Guthrie’s contiguity theory because of overemphasize of togetherness of S-R. Introduce intervening variable between S-R When Stimulus (S) hits organism results sensory neural impulses (s)- results overt response (o)- Response (R). So the formula is: S-s-r-R or S-O-R (incorporating all the intervening variable existed between environment stimulus and overt response) 2. Habit Formation and Habit Strength Habit is a function of no. of Reinforcement. Habit is built up as a result of Drive Reduction. Relief from hunger and thirst is also example of Reinforcement.. Habit Strength is denoted as: s H R = (1-10) - aN Habit Strength is strength the S-R bond which increases with No. of Trials and Reinforcement given.

8. 3. Concept of Reinforcement According to Hull S-R is not enough for learning. He advocated Reinforcement in terms of the reduction of Biological need or drive. Need produces behaviour and Behaviour reduces the need of the organism 4. Stimulus Generalization When there are two or more similar stimuli they can evoke the same response from the organism. e.g. A child fears a snake is also fears a rope or any other similar things. Besides that Hull transfer of training into similar condition on a new situation/ learning environment. 5. Reaction Potential/ Reduction Potential This is a potential of an organism to react or respond towards a situation. Reaction Potential, s E R = s H R × D × V × K Where s H R = Habit Strength, D= Drive, V= Stimulus/ power of Stimulus K= incentives, degree of attractiveness 6. Inhibition Inhibition has a regressive effect on reaction potential. Two types of inhibition is present Reaction Inhibition ( I r ): Occurs due to long hours of work, fatigues, health issue Conditional Inhibition ( s I r ): Psychological, mental factors 7. Effective Reduction Potential s E R = [ s H R × D × V × K] - [ I r + s I r ]

9. Goal was to develop a theory of learning that could be expressed mathematically to create a “Formula” to explain and understand human behaviour . This theory does not taken secondary drive into consideration Doesn’t explain about the behaviour that do not reduce drive. e.g. Having food or drinking while not having hunger. People also do some activity which is not related to Biological Need, i.e. Sky Diving , Racing etc. Abraham Maslow’s famous hierarchy of needs, which emerged as an alternative to Hull’s approach.

10. Rejected Trigger like Mechanism of Thorndike and introduce an intervening variable between traditional S-R, provided S-O-R formula. He termed the environmental influences upon individual as “input” and his responses as “output”. Input and Output can be measured experimentally Give importance on need, drive, incentives, reinforcement and motivation Hull stated that education should be pragmatic, need based in nature. School curriculum should be restructured in this way. Introduce an scientific base of Learning Process Less emphasized on Art of Learning merely gave importance on habit formation and habit strength, exercise and practice. Importance given on reducing both types of Inhibition by changing subject matter and teaching method. Emphasized on proper environment and removal of fatigue. Watch this video: https://www.youtube.com/watch?v=G5_Pd_bCseU