Edward Thorndike's Connectionism Theory
In a report published in 1910 in The Journal of Educational Psychology, entitled "The Contribution of Psychology to Education," Edward Thorndike, a prominent American psychologist, introduced a set of three primary laws and basic principles that would come to be known as Thorndike's Laws or the Connectionism Theory. According to these primary laws, learning occurs when an individual forms associations between a particular stimulus and a response. These are known as "habits" and can be either encouraged or deterred by external parameters, as well as the frequency at which an individual is exposed to the stimulus and the response that follows. In a learning environment, Thorndike's Laws highlight the importance of rewards and emphasize the necessity of practice and repetition. More specifically, the Law of Readiness (see below) suggests that a teacher can only instruct a student if that student is willing to be educated. When a student does not show any signs of readiness, a teacher should provide instructions that will help the student develop.
Basic Components Of Thorndike Connectionism
The basic components of Thorndike's connectionism are stimulus, response, reinforcement, connection, and learning. Let us look at them in detail:
Stimulus
A stimulus is anything that triggers a response. It could be an object, event, or situation that the learner encounters. Thorndike believes that learning occurs when a stimulus triggers a response, prompting the learner to take action.
Response
A response is the behavior or action that a learner produces in response to a stimulus. According to Thorndike, learning involves forming strong associations between stimuli and responses. Learning is strengthened or weakened by the frequency, impact, and nature of the stimulus and response.
Reinforcement
Reinforcement is what strengthens or weakens the connection between the stimulus and response. The concept of reinforcement is related to Thorndike's law of effect. It says that rewards control habits/learning. The connection between the stimulus and response is strengthened when the rewards are positive and weakened when the rewards or reinforcements are negative.
Connection
Connection refers to the bond formed between a stimulus and its corresponding response in the context of learning and conditioning, specifically reinforcement. With repetition and reinforcement, this bond becomes stronger.
In fact, Thorndike also believes that the stronger the frequency of the stimulus-response bond is, the stronger the connection.
Learning
Learning, in Thorndike's view, is the development of strong, successful stimulus-response associations. It happens gradually through repetition, reinforcement, and trial and error.
Thorndike's Learning Laws
1. Law Of Effect
An individual's response to a specific situation, followed by a reward, will eventually make those responses stronger. Therefore, the responses become habits when the individual is presented with that particular situation again. Additionally, if a response deters an individual from achieving a reward, or a "rewarding state", then this response becomes weaker.
For example, if a student is praised in the form of better grades, stars, or is recognized for their performance in an activity, they are most likely to participate in it again.
2. Law Of Readiness
A series or set of responses can be linked together to achieve a goal. If the person is prevented from achieving this goal, this will cause "annoyance". It states that an individual learns better when they are ready to act. For example, a student who is ready and eager to solve a puzzle will learn faster.
3. Law Of Exercise
Frequently made associations become strengthened. Likewise, rare or sporadic associations become weaker. This means that if you want to improve your skills in a particular task, you must continue practicing.
Thorndike's Learning Theory: Additional Laws
Thorndike's learning theory, however, consists of numerous additional laws:
1. Multiple Responses
In any given situation, an individual may react in a variety of ways if the initial reaction does not immediately yield a satisfying result.
2. Set Of Attitudes
Individuals are inclined to react in a particular way. These reactions are unique for species or groups of related species.
3. Prepotency Of Elements
Individuals are able to filter out any irrelevant aspects of a particular situation and respond only to significant parameters that directly affect it.
4. Response By Analogy
Reactions from a previously experienced situation might be transferred to a new one. This is also called the Theory of Identical Elements.
5. Associative Shifting
Sometimes, a reaction to a certain stimulus might shift to a different one.
Thorndike's Connectionism Theory: Key Principles
Thorndike also suggested the Connectionism Theory, which is based on the ideas presented by associationism. In this theory, Thorndike hypothesized that certain elements become associated through a similar experience and that more complex ideas can be taught or explained through a series of simplified rules. In this theory, there are four key principles:
- Learning involves both practice and a reward system (based upon the law of effect).
- Stimulus and response associations can be linked if they are part of the same "action sequence" (based upon the law of readiness).
- The transfer of prior knowledge and learning is based on situations that the individual has previously experienced.
- Intelligence is determined by how many of these associations have been learned and/or acquired
Criticism of Thorndike's Connectionism
Thorndike's connectionism has also faced several criticisms, particularly for being overly mechanical or oversimplifying the process of human learning. It primarily focuses on stimulus-response bonds and overlooks internal mental phenomena, such as critical thinking, reasoning, cognitive psychology, and general understanding. Although this theory was revolutionary, many didn't accept the oversimplification of the learning process. Let's look at the criticisms one by one.
- Overly Mechanical View Of Learning: Thorndike believed that learning was primarily about the formation of a stimulus-response bond. For example, critics believe that the human language learning mechanism is far more complex and can't be reduced to a stimulus-response bond.
- Ignoring Human Understanding: The second criticism is that the theory does prioritize human understanding and complex cognitive science, including processes such as thinking, reasoning, memory, and perception. Experts believe that these processes are central to adult learning, making Thorndike's connectionism irrelevant.
- Didn't Fully Explain Complex Learning Behavior: Complex learning behaviors, such as problem solving, creativity, and conceptual understanding, are not adequately addressed in the theory of connectionism.
Despite these criticisms, Thorndike's principles became the foundation of behaviorism and inspired many other psychologists and the behavioral psychology theory. In fact, this concept remains relevant in modern classrooms today. For instance, repetition is encouraged to help children understand and retain information. Moreover, positive reinforcement is used to motivate learners and achieve positive outcomes.
Join Us At The Instructional Design History Journey
A New Instructional Design Model Will Be Added Every Week! You are more than welcome to let us know if you would like us to cover an instructional design model and theory that is not included by leaving a comment in Instructional Design Models and Theories.
