THORNDIKE’S CONNECTIONISM THEORY

Edward Thorndike
(Founder of Connectionism Theory)
He was an American psychologist that lived from 1874-
1949. Thorndike developed a theory of connectionism that
explained that learning resulted from S-R bond formation.
S-R bonds are connections between stimuli and rewarding
or satisfactory responses. Thorndike's theory consisted of
the law of effect, the law of exercise, and the law of
readiness.

WHAT IS THORNDIKE’S CONNECTIONISM

Connectionism is a key theory in cognitive science and psychology. It suggests that

creatures learn by forming connections between stimuli and responses through trial and
error. Stimuli prompt reactions, leading to learning when a connection between a
stimulus and a rewarding response is established.

THE THORNDIKE’S THEORY OF

CONNECTIONISM EXPERIMENT
This theory emerged from an experiment where a cat was
placed in a puzzle box with food outside. The cat had to escape
to access the food, which required operating a release
mechanism inside the box. Through trial and error, the cat
eventually succeeded in operating the mechanism, allowing it to
escape and obtain the food. This process, termed "instrumental
conditioning," highlights how the cat learned to associate its
actions with desirable outcomes, reducing random movements
in subsequent attempts and focusing on the specific action
needed for escape.
THE LAWS OF THORNDIKE
 Three Primary Laws of Connectionism

1. Law of Readiness: This law emphasizes the desire/zeal of an organism to perform an

action. It is the physiological condition of an individual to embark on a task. This
implies that “Individuals learn best when they are physically, mentally, and emotionally
ready to learn, and do not learn well if they see no reason for learning” . Since someone
has been motivated to carry out an action, doing it at that point satisfies the actor and
not discouraging him.

2. Law of Exercises: This refers to strengthening or weakening of an event. Thorndike

explained that repetition promotes learned associations, (Stimulus and response). This
implies that “students learn best and retain information longer when they have
meaningful practice and repetition” Constant practice is necessary if an action is to be
strengthened. The practice here should be meaningful and followed by a feedback. Lack
of practice may weaken an event for each time practice occurs, learning continues.

3. Law of Effect: This refers to the consequence which an animal obtains for an action
performed. It is the outcome of a response.

CLASSROOM IMPLICATIONS OF THORNDIKE’S THEORY

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1. Consider students' needs and interests for better learning outcomes.

2. Tailor curriculum based on learners' cognitive readiness.
3. Utilize various motivational strategies to maintain student engagement.
4. Present materials logically to enhance student interest.
5. Reserve punishment as a last resort for managing behavior.
6. Emphasize the importance of practice and exercises for effective learning.

References:

Centreforelites, Centreforelites, & Centreforelites. (2024, March 14). THE

THORNDIKE’S THEORY OF CONNECTIONISM. Support Centre Center for Elites -

Online Assistance You Deserve. https://support.centreforelites.com/en/the-

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