Filamer Christian University

Graduate School

Understanding Human Behavior

EDWARD THORNDIKE

Eric Genesis C. Caloyloy Dr. Vima A. Olivares

MAT – Social Science Professor

Edward Lee Thorndike (August 31, 1874 – August 9, 1949) was an

American psychologist who spent nearly his entire career atTeachers
College, Columbia University. His work on comparative
psychology and the learning process led to the theory
ofconnectionism and helped lay the scientific foundation
for educational psychology. He also worked on solving industrial
problems, such as employee exams and testing. He was a member of
the board of the Psychological Corporation and served as president of
the American Psychological Association in 1912. A Review of General
Psychology survey, published in 2002, ranked Thorndike as the ninth-
most cited psychologist of the 20th century. Edward Thorndike had a
powerful impact on reinforcement theory and behavior analysis,
providing the basic framework for empirical laws in behavior
psychology with his law of effect. Through his contributions to the
behavioral psychology field came his major impacts on education,
where the law of effect has great influence in the classroom.

Before Thorndike

Descartes (1596 -1650) Humans and non -human animals functioned similarly based on mechanical principles
however this did not spark any behavioral studies in animals.

Darwin (1809 -1882) Initiated animal research suggesting that humans and animals had similar anatomy, emotions
and cognitions. The Expression of Emotions in Man and Animals (1872), considered first text on comparative
psychology.

Romanes (1848 -1894) Supported the idea of continuity of intelligence, emotional behavior anecdotally among
species, anthropomorphizing human traits in animals. Animal Intelligence (1882).

Morgan (1842 -1936) “We should not attribute a behavior to complex cognitive processes when it can be explained
with one that is less complex (Hergenhan, 1997)”. Introduction to Comparative Psychology (1891).

Trial-and-Error Learning
Thorndike early learning experiments involved training cats to escape a puzzle box. This form of learning was called
trial-and-error learning (or selecting and connecting). The puzzle box consisted of pole or a chain hanging from the
top. The cat would push the pole or pull the chain to escape out of the box. Results of the puzzle box experiment
suggested that time to solve the problem decreased as a function of trials. Animal learns by doing not by thinking
or reasoning.

Law of the readiness

Affirms that the preparation or disposition of the subject contributes to the learning. In other words, that the own
expectations of the subject constitute the intrinsic reinforcement of all action. Readiness implies a degree of
concentration and eagerness. Individuals learn best whenthey are physically, mentally, and emotionally ready to
learn, and do not learn well if theysee no reason for learning. Getting students ready to learn, creating interest by
showingthe value of the subject matter, and providing continuous mental or physical challenge, isusually the
instructor’s responsibility. If students have a strong purpose, a clear objective,and a definite reason for learning
something, they make more progress than if they lackmotivation. In other words, when students are ready to
learn, they meet the instructor atleast halfway, simplifying the instructor’s job.

Law of the exercise 

Sustains that the exercise or the practice of the appropriate response contributes to strengthen the connection
between the stimulus and the corresponding response. The principle of exercise states that those things most
often repeated are bestremembered. It is the basis of drill and practice. It has been proven that students learnbest
and retain information longer when they have meaningful practice and repetition.The key here is that the practice
must be meaningful. It is clear that practice leads toimprovement only when it is followed by positive feedback.The
principle of effect is based on the emotional reaction of the student. It has a directrelationship to motivation.

Law of effect
This is considered the most important. According to this law, the succession of stimuli and responses is not enough
for learning to occur. For the learning to happen, reinforcement is needed. This is that when an act is followed by a
reward it tends to repeat itself, whereas when it is followed by a punishment the probability of its repetition
decreases. The principle of effect is that learning is strengthened whenaccompanied by a pleasant or satisfying
feeling, and that learning is weakened when associated with an unpleasant feeling. The student will strive to
continue doing whatprovides a pleasant effect to continue learning. Positive reinforcement is more apt to leadto
success and motivate the learner, so the instructor should recognize and commendimprovement. Whatever the
learning situation, it should contain elements that affect thestudents positively and give them a feeling of
satisfaction. Therefore, instructors shouldbe cautious about using punishment in the classroom.

Reflection
Learning is all about fostering curiosity which is a hallmark of being a lifelong learner. When you're curious,
learning is no longer a chore or simply a task needing to be performed. It becomes a conscious enthusiastic pursuit
of meaningful discovery and understanding. Curiosity also helps make knowledge useful and important, so
consider this one of your most vital learning reflections.

Human life involves many aspects. These aspects are not compartmentalized; they are without borders,
interrelated, and connected. This reality is the basis for the "whole child" concept. It is not possible to isolate the
"student as scholar" and teach that entity. In an educational activity or experience, for instance, that is centered on
the intellectual aspect; social, emotional, physical, and even aesthetic aspects will come into play, whether
consciously or not. Richard Lipka's statement that "Cognitive learning is hard-won by someone whose life is in
affective disarray" is telling.