Trial and error learning theory

Trial and Error Learning Theory by E. L Thorndike

1. TRIAL AND ERROR LEARNIG THEORY By Edward Lee Thorndike Dr. Manju N. D Assistant Professor SVK National College of Education, Kuvempu University, Shimoga

2. Edward Lee Thorndike   (August 31, 1874 – August 9, 1949) American psychologist. He spent nearly his entire career at  Teachers College, Columbia University . His work on  comparative psychology  and the  learning  process led to the theory of  connectionism  and helped put the scientific foundation for  educational psychology . He also worked on solving industrial problems, such as employee exams and testing

3. TRIAL AND ERROR LEARNIG THEORY According to him learning takes place by trial and error. In learning the learner selects a correct response out of a large number of possible ones and connects it with the appropriate stimulus. Learning by this method is called trial and error learning theory.

4. Experiment Thorndike formulated his theory, based on his experiments conducted on his cat in the puzzle box. The door of the box could be opened by pulling the strings inside the box. A fish was kept outside. The cat was tried to come out of the box by squeezing, jumping, biting etc. As the experiment was repeated for several times the wrong movements decreased and in the end the cat was able to open the door in a single trial.

5. Experiment:

6. Random movements of the cat

7. FACTORS INVOLVED IN TRIAL AND ERROR THEORY 1. Motive or drive Drive is a tension state resulting from needs. Where there is drive or motive there is learning. In the present experiment drive was hunger.

8. 2. Stimulus or goal It is the casual factor for activity. In the present experiment, food is the stimulus. To get the food by getting out of the box is the goal.

9. 3. Responses The cat makes a number of varied types of responses like scratching, pulling etc. The responses which lead to the goal known as satisfying responses. The responses which do not lead to the goal is known as annoying responses.

10. 4. Block The cat was confined in the box with a closed door. 5. Chance success As a result of random movements, the cat, by chance, succeeded in opening the door.

11. 6. Selection of proper movement Gradually the cat selected the proper way of pulling the string out of its random movements. 7. Fixation At last, the cat learned the proper way of opening the door by eliminating all the incorrect responses and fixing only right response. Now the cat was able to open the door without any error.

12. LAWS OF LEARNING PRIMARY LAWS 1. Law of readiness: The law states that “when any conduction unit is ready to conduct, for it to conduct is satisfying. When any conduction unit is not ready to conduct, for it to conduct is annoying. When any conduction unit is ready to conduct, for it not to conduct is also annoying.”

13. Law of effect: The law stated that “any behavior that is followed by pleasant consequences is likely to be repeated, and any behavior followed by unpleasant consequences is likely to be stopped.”

14. Law of exercise The law states that repeated exercising of a response strengthens its connection with the stimulus. And connection is weakened through failure of practice. Law of use: With practice, the connection is strengthened. Law of disuse: When the practice is discontinued, connection is weakened.

15. SECONDARY LAWS Law of multiple response: The law implies that confronted with a new situation, the organism response in a variety of ways before arriving at the correct response. 2. Law of attitude Learning is guided by the attitude of the organism towards the task. The learner performs the task properly, if he has developed a healthy attitude towards the task.

16. 3. Law of analogy: An individual response to a new situation on the basis of the responses made by him in similar situation in the past, that is the organism makes responses by analogy. 4. Law of associative shifting: The law states that “any response may elicited from the learner in associated with any situation to which he is sensitive.”

17. EDUCATIONAL IMPLICATIONS Motivation is very important in the teaching-learning process. 2. Learning should be made purposeful and goal directed. 3. Theory stresses the importance of mental readiness, meaningful practice and intensives in learning process.

18. 4. More opportunities should be given to the learners to use and repeat the knowledge they get in the classroom. 5. The learner should be encouraged to do his task independently. He must try various solutions of the problem before arriving at the correct one.