Child and Adoslescent

1. Thorndike Connectionism
Edward L. Thorndike’s Connectionism theory gave us the original S-R framework of behavioral
psychology.
He explained that learning is the result of associations forming between stimuli (S) and
responses (R). Such associations or “habits” become strengthened or weakened by the nature
and frequency of the S-R theory was trial and error learning in which certain responses came to
be repeated more than others because of rewards. The main principle of connectionism (like all
behavioral theory) was that learning could be adequately explained without considering any
unobservable internal states.
Three primary laws:
1. Law of Effect
●Positive (reward) - connection between stimulus and response is strengthened.
●Negative (punishment) - connection between the stimulus and the response is
weakened.
Thorndike later on revised this “law” when he found that negative rewards
(punishment) do not necessarily weaken bonds, and that some seemingly pleasurable
consequnces do not necessarily motivate performance.
2. Law of Exercise -tell us that more S-R (stimulus-response) bond is practice the
stronger it will become. “Practice makes perfect”
However, like the law of effect also had to be revised when Thorndike found that
practice without feedback does not necessarily enhance performances.
3. Law of Readiness- states that the more readiness the learner has to respond to the
stimulus, the stronger will be the bond between them.
Principles Derived from Thorndike’s Connectionism:
1. Learning requires both practice and rewards (laws of effect/exercise)
2. A series of S-R connections can be chained together if they belong to the same action
sequence (law of readiness)
3. Transfer of learning occurs because of previously encountered situations.
4. Intelligence is a function of the number of connections learned.