On This Page:ToggleThorndike TheoryExperimental EvidenceCritical EvaluationAdditional Laws of Learning In Thorndike’s Theory
On This Page:Toggle
On This Page:
Summary
Thorndike Theory
“Responses that produce a satisfying effect in a particular situation become more likely to occur again in that situation, and responses that produce a discomforting effect become less likely to occur again in that situation (Gray, 2011, p. 108–109).”
Edward Thorndike (1898) is famous in psychology for his work on learning theory that leads to the development ofoperant conditioningwithinbehaviorism.
Whereas classical conditioning depends on developing associations between events, operant conditioning involves learning from the consequences of our behavior.
Experimental Evidence
Thorndike studied learning in animals (usually cats). He devised a classic experiment using a puzzle box to empirically test the laws of learning.
Simplified graph of the result of the puzzle box experiment.
Critical Evaluation
Thorndike (1905) introduced the concept of reinforcement and was the first to apply psychological principles to the area of learning.
His research led to many theories and laws of learning, such as operant conditioning. Skinner (1938), like Thorndike, put animals in boxes and observed them to see what they were able to learn.
Thorndike’s theory has implications for teaching such as preparing students mentally, using drills and repetition, providing feedback and rewards, and structuring material from simple to complex.
B.F. Skinner built upon Thorndike’s principles to develop his theory of operant conditioning. Skinner’s work involved the systematic study of how the consequences of a behavior influence its frequency in the future. He introduced the concepts of reinforcement (both positive and negative) and punishment to describe how consequences can modify behavior.
Criticisms
Critiques of the theory include that it views humans too mechanistically like animals, overlooks higher reasoning, focuses too narrowly on associations, and positions the learner too passively.
Here is a summary of some of the main critiques and limitations of Thorndike’s learning theory:
Application of Thorndike’s Learning Theory to Students’ Learning
Thorndike’s theory, when applied to student learning, emphasizes several key factors – the role of the environment, breaking tasks into detail parts, the importance of student responses, building stimulus-response connections, utilizing prior knowledge, repetition through drills and exercises, and giving rewards/praise.
Learning is results-focused, with the measurement of observable outcomes. Errors are immediately corrected. Repetition aims to ingrain behaviors until they become habit. Rewards strengthen desired behaviors, punishment weakens undesired behaviors.
Some pitfalls in the application include teachers becoming too authoritative, one-way communication, students remaining passive, and over-reliance on rote memorization. However, his theory effectively promotes preparation, readiness, practice, feedback, praise for progress, and sequential mastery from simple to complex.
For students, the theory instills habits of repetition, progress tracking, and associate positive outcomes to effort.
It can, however, be limited if students remain passive receivers of instruction rather than active or collaborative learners. Proper application encourages student discipline while avoiding strict, punishing environments.
Additional Laws of Learning In Thorndike’s Theory
Thorndike’s theory explains that learning is the formation of connections between stimuli and responses. The laws of learning he proposed are the law of readiness, the law of exercise, and the law of effect.
Law of Readiness
Law of Exercise
References
Gray, P. (2011).Psychology(6th ed.) New York: Worth Publishers.
Hull, C. L. (1935).The conflicting psychologies of learning—a way out. Psychological Review, 42(6), 491.
Skinner, B. F. (1938).The behavior of organisms: An experimental analysis. New York: Appleton-Century.
Thorndike, E. L. (1898). Animal intelligence: An experimental study of the associative processes in animals.Psychological Monographs: General and Applied,2(4), i-109.
Thorndike, E. L. (1905).The elements of psychology. New York: A. G. Seiler.
Olivia Guy-Evans, MSc
BSc (Hons) Psychology, MSc Psychology of Education
Olivia Guy-Evans is a writer and associate editor for Simply Psychology. She has previously worked in healthcare and educational sectors.
Saul McLeod, PhD
BSc (Hons) Psychology, MRes, PhD, University of Manchester
Saul McLeod, PhD., is a qualified psychology teacher with over 18 years of experience in further and higher education. He has been published in peer-reviewed journals, including the Journal of Clinical Psychology.
