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    3 views8 pages

    Chapter 3-11-18

    Uploaded by

    Winda Annisha

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    © All Rights Reserved
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    of 8
    2 Part II Foundations of Contemporary Psychology TABLE 3.2 Application of Thorndike’s minor laws to education aw Description ve Pronunci 1. Multiple response A variety of re- foreign wen ° Or varied reaction sponses often occurs Skil in tens initially to a st Coherence in Engi composition : Individual competn, 2, Attitudes, disposi- Goneaton of fre to throw a ball the 0s tions, or states learner that influence: . the leaning; includes stable attitudes and longest distance or throw a player out in a baseball game terran fects of nsucons for tho the situation Fisoes 7 & to add oF to subtract 8. Partial or piece The tendency to re- Responses tothe meal activity of a spond to particular aualtes of shape, situation ttoments or features color, number, use, ofa stimulis situation _ intent, and othors {also refered to a5, Responses to rola analytic learning) tions of space, time, causation, and others . Assi re- Thetendency of siu- The foreigner pro- “ oe byaaogy bon Bb aouse rnouncing English par the same re- sponge es situation A ive siti Successively altering abodes altered to er ce ea nesenae mts abcdef to abedefg and response is bound by soon a new stimulus ‘Source: Thorne (19190, hap. 9, pp. 19-31) Research was conducted instead on animals and human beings in ar ficially contrived situations: Rats ran mazes, rats escaped from boxes, and humans were given puzzles to solve. The goal of the research also shifted in this period. In this “era of grand theories,” the goal was to integrate all known facts around ihe Principal theme of describing, predicting, and controlling learning (Divesta, 1987, p. 207). In other words, the purpose of research eas develop the one comprehensive theory that would explain all learning Chapter 3 Behaviorism 43 ‘The Refinement of Behaviorism ‘The dominant movement in the 1930s and 1940s continued to be be- Taviorsm. However, it was by no means uniany heen only approach to behavioral analysis. Some psychologists, influenced be Sigmund Freud's psychoanalytic theory, were searching for deeper meanings in behavior beyond observed relationships between events sod responses. Included were Robert Woodworth’s “dynamic psychology” and William McDougall’s “hormic psychology” McDougall deseribed drives” as behavioral activators. For example, the “thirst drive” activates the go-to-water mechanism (Boring, 1963, p.’723). In contrast, McDou. I developed an extensive list of instincts that he identified as goal Girected (Right, fear, reproduction, etc). Clark Hull (1935, p. 491), a Yale psychologist, was concerned about the number of competing positions. He proposed a rigorous method of theory development in order to solve this problem: the hypothetico- deductive method (Hull, 1935, 1937). This method of hypothesis testing was applied by Hull in the development of his behavioral system. Others, however, continued to develop theory in a less rigorous man: ner. B. F. Skinner, in fact, disregarded theory development completely because he believed it was counterproductive to scientific progress in psychology: ‘Three theories emerged from the 1930s and 1940s. They are Clark Hull's behavior system, Edwin Guthrie's contiguity theory, and B. F. ‘Skinner's operant conditioning. They are referred to as S-R theories be- cause they define learning as an associative link between a particular stimulus and 2 particular response. They differ, however, in the identi- fication of the specific factors believed to be of primary importance in earning. Hulls theory emphasized processes within the organism, spe- cificalls, intervening variables, Guthrie, however, maintained that the temporal relationship between the stimulus and the response was the critical factor in learning. Skinner, on the other hand, began with Ed- ward Thorndike’s law of effect. He redefined “reward” as reinforcement and described behavioral change as a function of response consequences. ‘These three theorists also are known as “neobehaviorists," to distinguish their work from that of Thorndike and John Watson. Two S-R Theories Hull’s behavioral system and Guthrie's contiguity theory are in sharp contrast to each other. Hull's theory is rigorous, abstract, and complex; Guthrie's theory is informal and loosely organized. Practical advice for parents and teachers also was included in Guthrie's work Clark Hull’s Behavior System Hull's theory is an example of the rigorous method that he recom- mended for theory development, the hypothetico-deductive method. ‘ontemporary Psycholo, “4 part 1 Foundations of Contemporary Psychology procedure was intended to lead to the iden ology (Hull, 1935). iFicatio, Application of this . ofthe primary laws of psye " ive Method. The starting point for g Hs Hype 8S). vy cet of explicitly stated assumprig accor OT erational definitions of basic terms. Then propos postulates and Ptr ced from the postulates with eareful rigoy, qo" Sew cod traction, The propositions, however, aoe menting the process of il they pass the test of controlled «. " theory until they P: me ae ps wee (1937, p. 8), “whenever a theorem ae peck with the relevant facts, the pestultes whch give rise to it muse Palen is agree: 1 agreement is reache ireement cannes in psd we agement a ee atin a eaulates were combined to form 188 theorems. theons 17 as7) also reminded his colleagues of the advantages ofthe, te er ical systems. Both are derived from bare ical systems over philosop! oat Sana, and both include hypothetical statements. However, ony

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