BEd 2nd Year Describe Throndike’s Connectionism theory of learning

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Throndike’s Connectionism Learning Theory

Throndike was eclectic in the sense that he retained in his thinking certain elements of Herbartian, associations, and at the same time, he was strongly influenced by the new physiological psychology.

Consequently, he assumed that there are both physical and mental events or units and that learning is a process of linking the two in various combinations. A mental unit was something sensed or perceived, a physical unit was a stimulus or response.

He saw learning as a process of connecting a mental with a physical unit or physical with a physical unit.

1. Assumptions of Throndike’s Theory- Throndike’s theory of learning is called S-R bond theory or connectionism. He assumes that, through conditioning, specific responses come to be linked with specific stimuli. These links, bonds, or connections are products of a biological change in a nervous system.
   Throndike thought that the chief way in which S-R connections were formed was through random trial and error. This is the reason that it is also popular the term trial and error theory of learning. He introduced the concept of reward in learning.
2. Throndike’s Classical Experiment– He conducted an experiment on a cat in a puzzle box which is most popular in the psychology of learning. It was a typical trial and error experiment. Throndike placed a hungry cat puzzle box and food was kept outside the box. (BEd 2nd Year Describe Throndike’s Connectionism theory of learning)
   The cat had made a trial to pull a catch to come out of the box. The cat had made several random activities-jumping dashing and moving to get out of the puzzle box.

The cat would claw, bite and scurry widely about until it accidentally touched the release and the cat was freed. The cat took some food which was placed outside. The cat was again placed in the box. The cat made fewer trials in touching the release. This experiment was repeated the number of successful trials and the duration were reduced. Eventually, the cat would learn to escape immediately without random activity. (BEd 2nd Year Describe Throndike’s Connectionism theory of learning)

3. Primary Laws of Learning on Cat-Throndike inferred from the behavior of his cat that learning was a process of ‘stamping’ in connection with the nervous system and had nothing to do with insight.

He formulated a number of laws of learning and classified them as primary or secondary laws. Three primary laws have been discussed here. (BEd 2nd Year Describe Throndike’s Connectionism theory of learning)

1. The Law of Exercise of Repetition-According to this law, the more times a stimulus-induced response is required, the longer it will be retained. (BEd 2nd Year Describe Throndike’s Connectionism theory of learning)

According to Throndike “Other things beings equal, exercise strengths the bond between situation and response.”

Conversely, a bond is weakened through failure to exercise it.

2. The Law of Effect—The law of effect states the famous pleasure-pain principle so frequently associated with Thorndike’s name. A response is strengthened if is followed by pleasure and weakened if followed by pin or displeasure.

According to Thorndike’s words, “A modifiable connection being made between S and R and being, followed by a satisfying state of affairs man responds, other things being, equal, by an increase in the strength of that connection. To a connection similar, save that an annoying state of affairs goes with or follows it, man response, other things being equal by a decrease in the strength of the connection.”

3. The Law of Readiness—Thorndike termed the neurons and synapses involved in the establishment of a specific bound or connection as a conduction unit. He assumed that because of the structure of the nervous system, in a given situation certain conduction units are more predisposed to conduct than others. And “for a conduction unit ready to conduct to do is satisfying and for it not to do so is annoying.”

Thorndike discovered later on the law of exercises or repetition and ore half Loe annoyance aspect of his law of effect. But he seemed not to have had the courage of convictions. Though implication, he continued to emphasize repetition in earning. His law of effect shifted its emphasis to pleasure or reward, but the pain punishment aspect was not completely rejected.

Students will readily see that his laws of learning are closely related and may operate together.

Students will also see that the laws appear to be exceedingly mechanical. They do not appear to require the assumption of any kind of purposiveness of man or love of animals. (BEd 2nd Year Describe Throndike’s Connectionism theory of learning)

We assume that each person or animal whatever his seeking some end or purpose and that we can predict his behavior when we anticipate what it is he is trying to perform.

Secondary Laws of Learning of Throndike

Thorndike formulated three basic laws of learning and also de secondary laws of learning:

1. Law of Mental Set and Attitude-Mental set is more or less temporary conditions of one’s attitude feelings and interests. It refers to the predisposition of behaving or responding in a given manner. The positive mental set or attitude of a learner is an essential condition of learning. The content of teaching should be meaningful for pupils for a positive mindset.
2. Law of Multiple Response—The cat tried many responses before getting the release as the right response, therefore the process is known as the trial error method. The trials or multiple are made for eliminating unproductive responses and learning the right response. Psychologists agree that all experiences are educative including errors. The errors provide the basis for remediation. (BEd 2nd Year Describe Throndike’s Connectionism theory of learning)
3. Law of Partial Achieving—A response that makes only part of a total situation is known as partial activity. In responding part of the whole situation is preptent.  (BEd 2nd Year Describe Throndike’s Connectionism theory of learning)
4. Law of Analogy or Assimilation-The law indicates that an individual has to face a new situation to which he has to make a response. He can make use of the earlier similar situation, learned response e.g., Sky: Blue::Milk: ….. (White)

A teacher uses this law of learning for teaching various concepts in his classroom teaching especially for developing verbal, numerical, and spatial reasoning. (BEd 2nd Year Describe Throndike’s Connectionism theory of learning)

5. Law of Association Shifting—The law states that learners use the learned material or information in other fields of life. They try to apply the knowledge in the actual field and thus, they try to solve their life problems with the knowledge and information which they have already acquired.

According to this law, we may “get any response of which a teacher is capable associated with any situation to which he is sensitive.” In other words, any response which is possible can be linked with any stimulus.

In fact, purpose and mentalistic thought supposedly are concepts outside the realm of scientific psychology. For a command of response or behavior, an adequate stimulus should be used.

Throndike’s concept of learning as a process of “stamping in” a response that was originally accidental is a form of response modification. (BEd 2nd Year Describe Throndike’s Connectionism theory of learning)

Before proceeding to an appraisal of the contemporary significance of Throndike’s position, let us summarize his answer to the standard problems of learning. (BEd 2nd Year Describe Throndike’s Connectionism theory of learning)

Attempting such a summary for each of the several leading learning theories will make it easier to keep perspective on their similarities and differences. (BEd 2nd Year Describe Throndike’s Connectionism theory of learning)