Trial and Error Theory

of LEARNING

Dr. Bindu Saxena

Asstt. Professor
S.C.E.R.T, Delhi

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 Thorndike’s trial and error theory of
learning
Also known as Stimulus Response Theory and
Thorndike’s Bond Theory

Propounded by:
Edward L. Thorndike
(1874-1949)
Gave the theory in 1913

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 Thorndike: Learning is a process of forming bonds
or connections between stimulus and response

Characteristics of Learning
• Motive/need
• Blocking of need
• Random responses
• Accidental success
• Elimination of Random responses
• Selection of right response
• Repetition of right response
• Formation of connection between stimulus
and response 3
Puzzle Box Experiment

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 Basic Laws

Laws of Learning
Subsidiary Laws

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 Law of Effect

Basic Law of Use

Laws of Law of Exercise
Learning Law of Disuse
Law of Readiness

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 Law of Multiple responses

Law of Mental Set

Subsidiary
Laws of
Learning Law of Partial Activity

Law of Analogy

Law of Associative Shifting

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 Basic Laws of Learning

• Law of Effect
When modifiable connection between stimulus –
response has been made, it was strengthened if it
resulted in satisfaction and was weakened if it led to
annoyance.

Any behaviour that is followed by pleasant consequences

is likely to be repeated, any behaviour followed by
unpleasant consequences is likely to be stopped

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 Basic Laws of Learning

• Law of Effect

Modified by Thorndike in 1932 as:

Satisfaction strengthens the bond but annoyance does
not weaken it

Any behaviour that is followed by pleasant consequences

is likely to be repeated, any behaviour followed by
unpleasant consequences does not stop the behaviour

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 Basic Laws of Learning
• Law of Exercise
a. Law of Use –more frequent a modifiable
connection between S-R is made, the
stronger that connection will be

b. Law of Disuse- when a modifiable connection

between S-R is not made over a period of
time, the strength of that connection will be
weakened

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 Basic Laws of Learning

• Law of Readiness
When a modifiable connection is ready to act,
to do so is satisfying, when it is not ready to
act, to do so is unsatisfying.

Readiness influences the rate and amount of

learning of the person.
Readiness is dependent upon both maturation
and experience of the learner
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 Subsidiary Laws

• Law of Multiple Responses

A response, which fails to produce satisfaction, will
trigger off another until success results and
learning becomes possible
Response 1 Unsuccessful Not satisfied

Response 2 Unsuccessful Not satisfied

Stimulus
Response 3 Unsuccessful Not satisfied

Response 4 Successful Satisfied

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 Subsidiary Laws

• Law of Mental Set

The individual's total attitude or disposition affects learning.

• Law of Partial Activity

As an animal learns, it becomes capable of ignoring some aspects
of a problem and responding to others.

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 ….Subsidiary Laws

• Law of Analogy or Assimilation

A Person's response to a novel situation is determined by
innate tendencies to respond and by elements in similar
situations to which he has acquired responses in the past.
• Law of Associative Shifting
A learner first responds to a given stimulus, then transfers
the responses, but association, to another stimulus.

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 Application of Thorndike’s Theory in
Education
• Class-room experiences should be satisfactory and
pleasant. The teacher must enjoy his teaching work.
• Guidance, praise and encouragement give pleasure
and satisfaction.
• Learning experiences and other activities must be
meaningful.
• Review of learned material is necessary.
• Teacher must wait till learner is ready to learn
• The teacher must provide similarities between the
new and old learning.
• Teacher should encourage students to participate in in
different activities at home, school and community. 15
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