LEARNING THEORIES

Learning as a process focuses on what happens when the learning takes place.
Explanations of what happens constitute learning theories. A learning theory is an
attempt to describe how people and animals learn; thereby helping us understands
the inherently complex process of learning. Learning theories have two chief values
according to Hill (2002). One is in providing us with vocabulary and a conceptual
framework for interpreting the examples of learning that we observe. The other is in
suggesting where to look for solutions to practical problems. The theories do not
give us solutions, but they do direct our attention to those variables that are crucial
in finding solutions.
The three main categories or philosophical frameworks under which learning
theories falls are behavioral, cognitive, and constructivism. Behaviorism focuses
only on the objectively observable aspects of learning. Cognitive theories look
beyond behavior to explain brain-based learning. In addition, constructivism views
learning as a process in which the learner actively constructs or builds new ideas or
concepts.
We will discuss the behavioral theories under two broad categories:
A. S-R (Stimulus-Response) theory with reinforcement
 E.L Thorndike- Trial and Error theory.
 B.F Skinner- Operant Conditioning
B. S-R (Stimulus-Response) theory without reinforcement
 Pavlov- Classical Conditioning
S-R (STIMULUS-RESPONSE) THEORY WITH REINFORCEMENT
A) E.L Thorndike- Trial and Error Theory of Learning:
Edward Lee Thorndike (1874-1949) was the first American psychologist
who put forward the Trial and Error Theory of learning. According to Thorndike, all
learning takes place because of formation of bond or connection between stimulus
and response.
He further says that learning takes place through a process of approximation
and correction. A person makes a number of trials, some responses do not give
satisfaction to the individual but he goes on making further trials until he gets
satisfactory responses.
Thorndike conducted a number of experiments on animals to explain the
process of learning. His most widely quoted experiment is with a cat placed in a
puzzle box. Thorndike put a hungry cat in a puzzle box. The box had one door, which
could be opened by manipulating a latch of the door. A fish was placed outside the
box. The cat being hungry had the motivation of eating fish outside the box.
However, the obstacle was the latch on the door. The cat made random movements
inside the box indicating trial and error type of behavior biting at the box, scratching
the box, walking around, pulling and jumping etc. to come out to get the food. Now
in the course of her movements, the latch was manipulated accidently and the cat
came out to get the food. Over a series of successive trials, the cat took shorter and
shorter time, committed less number of errors, and was in a position to manipulate
the latch as soon as it was put in the box and learnt the art of opening the door.
Thorndike concluded that it was only after many random trials that the cat was
able to hit upon the solutions. He named it as Trial and Error Learning. An analysis
of the learning behavior of the cat in the box shows that besides trial and error the
principles of goal, motivation, explanation and reinforcement are involved in the
process of learning by Trial and Error.

Laws of Learning
Based on Trial and Error Learning Theory, Thorndike gave certain laws of
Learning. We shall discuss three fundamental Laws of Learning in this section.
These laws are:
1. Law of Readiness
This law refers to the fact that learning takes place only when the learner is
prepared to learn. No amount of efforts can make the child learn if the child is not
ready to learn. The dictum that ‘you can lead a horse to the pond but you can’t make
it drink water unless it feels thirsty’ goes very well with this law. In other words, if
the child is ready to learn, he/she learns more quickly, effectively and with greater
satisfaction than if he/she is not ready to learn. In the words of Thorndike the three
stages of this Law of Readiness are:
• For a conduction unit ready to conduct, to conduct is satisfying.
• For a conduction unit ready to conduct, not to conduct is annoying.
• For a conduction unit not ready to conduct, to conduct is annoying.
Thus, the Law of Readiness means mental preparation for action. It is not to
force the child to learn if he is not ready. Learning failures are the result of forcing
the learner to learn when he is not ready to learn something.
Educational Implications of Law of Readiness:
The law draws the attention of teacher to the motivation of the child. The
teacher must consider the psycho-biological readiness of the students to ensure
successful learning experiences. Curriculum / Learning experiences should be
according to the mental level of maturity of the child. If this is not so, there will be
poor comprehension and readiness may vanish.
2. Law of Exercise
This law explains the role of practice in learning. According to this law,
learning becomes efficient through practice or exercise. The dictum ‘Practice makes
a man perfect’ goes very well with this law. This law is further split into two parts
— Law of use and Law of disuse. The law of use means that a connection between
a stimulus and response is strengthened by its occurrence, its exercise or its use. In
other words, the use of any response strengthens it, and makes it more prompt, easy
and certain.
Regarding the law of disuse, it is said that when a modifiable connection is
not made between a stimulus and a response over a length of time, the strength of
that connection is decreased. This means that any act that is not practiced for some
time gradually decays. Anything that is not used exercised or practiced for a certain
period tends to be forgotten or becomes weak in strength, efficiency and promptness.
Educational Implications
Exercise occupies an important place in learning. Teacher must repeat, give
sufficient drill in some subjects like mathematics, drawing, music or vocabulary for
fixing material in the minds of the students. Thorndike later revised this law of
exercise and accordingly it is accepted that practice does bring improvement in
learning but it in itself is not sufficient. Always practice must be followed by some
reward or satisfaction to the learner. The learner must be motivated to learn.
3. Law of Effect
This is most important of Thorndike’s laws, which state that when a
connection between stimulus and response is accompanied by satisfying state, its
strength is increased. On the other hand, when a connection is accompanied by an
annoying state of affairs, its strength is reduced or weakened. The saying ‘nothing
succeeds like success’ goes very well with this law. In other words, the responses
that produce satisfaction or comfort for the learner are strengthened and responses
that produce annoyance or discomfort for the learner are weakened.
Thorndike revised this law in 1930 and according to this revision, he stated
that reward strengthened the response but punishment did not always weaken the
response. Then he placed more emphasis on the reward aspect than on the
punishment aspect of Law of Effect.
Educational Implications
This law signifies the use of reinforcement or feedback in learning. This
implies that learning trials must be associated with satisfying consequences. The
teacher can use rewards to strengthen certain responses and punishment to weaken
others.
However, the use of reward is more desirable than the use of punishment in
school learning. The teacher for motivating the students for learning situations can
exploit the use of reward.