trial and error learning theory by Thorndike

Trial and error learning theory By Edward Lee Thorndike

1. TRIAL AND ERROR LEARNIG THEORY By
Edward Lee Thorndike
Submitted to: Dr. Varuna
(department of education)
Submitted by :

2. Edward Lee Thorndike
(August 31, 1874 –August 9, 1949)
•Americanpsychologist.
•HespentnearlyhisentirecareeratTeachers
College,ColumbiaUniversity.
•Hisworkoncomparativepsychologyand
thelearningprocessledtothetheory
ofconnectionismandhelpedputthescientific
foundationforeducationalpsychology.
•Healsoworkedonsolvingindustrialproblems,
suchasemployeeexamsandtesting

3. TRIAL AND ERROR LEARNIG THEORY
Accordingtohimlearningtakesplacebytrial
anderror.
Inlearningthelearnerselectsacorrectresponse
outofalargenumberofpossibleonesand
connectsitwiththeappropriatestimulus.
Learningbythismethodiscalledtrialanderror
learningtheory.

4. Experiment
•Thorndikeformulatedhistheory,basedonhis
experimentsconductedonhiscatinthepuzzle
box.
•Thedooroftheboxcouldbeopenedbypullingthe
stringsinsidethebox.
•Afishwaskeptoutside.
•Thecatwastriedtocomeoutoftheboxby
squeezing,jumping,bitingetc.
•Astheexperimentwasrepeatedforseveraltimes
thewrongmovementsdecreasedandintheend
thecatwasabletoopenthedoorinasingletrial.

6. Experiment:

7. Random movements of the cat

8. FACTORS INVOLVED IN
TRIAL AND ERROR THEORY
1. Motive or drive
•Driveisatensionstateresultingfromneeds.
•Wherethereisdriveormotivethereislearning.
•Inthepresentexperimentdrivewashunger.

9. 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.

10. 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.

11. 4. Block
•The cat was confined in the box witha closed
door.
5. Chance success
•As a result of random movements, thecat, by
chance, succeeded in openingthe door.

12. 6. Selection of proper movement
•Gradually the cat selected the proper way of pulling
the string out of its random movements.
7. Fixation
•Atlast,thecatlearnedtheproperwayofopening
thedoorbyeliminatingalltheincorrectresponses
andfixingonlyrightresponse.Nowthecatwasable
toopenthedoorwithoutanyerror.

13. LAWS OF LEARNING
PRIMARY LAWS
1. Law of readiness:
Thelawstatesthat“whenanyconductionunitisreadyto
conduct,forittoconductissatisfying.Whenanyconduction
unitisnotreadytoconduct,forittoconductisannoying.When
anyconductionunitisreadytoconduct,foritnottoconductis
alsoannoying.”

14. •Law of effect:
Thelawstatedthat“anybehaviorthatis
followedbypleasantconsequencesislikelyto
berepeated,andanybehaviorfollowedby
unpleasantconsequencesislikelytobe
stopped.”

15. •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.
1.Law of use:With practice, the connection is
strengthened.
•Law of disuse:When the practice is discontinued,
connection is weakened.

16. SECONDARY LAWS
1.Lawofmultipleresponse:
Thelawimpliesthatconfrontedwithanew
situation,theorganismresponseinavarietyof
waysbeforearrivingatthecorrectresponse.
2.Lawofattitude
Learningisguidedbytheattitudeoftheorganism
towardsthetask.Thelearnerperformsthetask
properly,ifhehasdevelopedahealthyattitudetowards
thetask.

17. 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.”

18. EDUCATIONAL IMPLICATIONS
1.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.

19. 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.