Thorndike's theory of trial and error learning posits that learning occurs through a process of testing responses until the correct one is discovered. He conducted experiments with cats in puzzle boxes to demonstrate this. Over repeated trials, the cats decreased incorrect responses like scratching and biting, and eventually learned to open the door by pulling a string in a single trial as the proper response was identified through elimination of errors. Thorndike's laws of learning describe how responses become associated with stimuli through satisfaction or annoyance, and how repetition strengthens these connections while disuse weakens them.

1. TRIAL AND ERROR LEARNIG THEORY
By Edward Lee Thorndike, an American
psychologist.
Prepared by Mumthaz PP
(1874-1949)

2. According to him learning takes place by trial and
error. In learning the learner selects a correct
response out of a large number of possible ones
and connects it with the appropriate stimulus.
Learning by this method is called trial and error
learning theory.

3. Thorndike formulated his theory, based on his
experiments conducted on his cat in the puzzle box.
The door of the box could be opened by pulling the
strings inside the box. A fish was kept outside. The cat
was tried to come out of the box by squeezing,
jumping, biting etc. As the experiment was repeated
for several times the wrong movements decreased and
in the end the cat was able to open the door in a single
trial.
Experiment

4. Experiment

5. Random
movements
of the cat

6. FACTORS INVOLVED IN
TRIAL AND ERROR THEORY

7. 1.Motive or drive
Drive is a tension state resulting from
needs. Where there is drive or motive
there is learning. In the present
experiment drive was hunger.

8. 2.Stimulus or goal
It is the casual factor for activity. In the
present experiment, food is the stimulus.
To get the food by getting out of the box is
the goal.

9. 3. Responses
The cat makes a number of varied types of
responses like scratching, pulling etc. The
responses which lead to the goal known as
satisfying responses. The responses which do
not lead to the goal is known as annoying
responses.

10. 4. Block
The cat was confined in the box with
a closed door.

11. As a result of random movements, the
cat, by chance, succeeded in opening
the door.
5. Chance success

12. 6. Selection of proper movement
Gradually the cat selected the proper
way of pulling the string out of its
random movements.

13. 7. Fixation
At last, the cat learned the proper way of
opening the door by eliminating all the incorrect
responses and fixing only right response. Now
the cat was able to open the door without any
error.

14. LAWS OF LEARNING

15. PRIMARY LAWS

16. Law of readyness
The law states that “when any conduction unit is
ready to conduct, for it to conduct is satisfying.
When any conduction unit is not ready to
conduct, for it to conduct is annoying. When any
conduction unit is ready to conduct, for it not to
conduct is also annoying.”

17. Law of effect
The law stated that “any behavior that is followed
by pleasant consequences is likely to be repeated,
and any behavior followed by unpleasant
consequences is likely to be stopped.”

18. Law of exercise
The law states that repeated exercising of a
response strengthens its connection with the
stimulus. And connection is weakened through
failure of practice.

19. Law of exercise
1. Law of use: 2. Law of disuse:
With practice, the
connection is strengthened.
When the practice is
discontinued, connection is
weakened.

20. SECONDARY LAWS

21. Law of multiple response
The law implies that confronted with a new
situation, the organism response in a variety of
ways before arriving at the correct response.

22. Law of attitude
Learning is guided by the attitude of the organism
towards the task. The learner performs the task
properly, if he has developed a healthy attitude
towards the task.

23. Law of analogy
An individual response to a new situation on the
basis of the responses made by him in similar
situation in the past, that is the organism makes
responses by analogy.

24. Law of associative shifting
The law states that “any response may elicited
from the learner in associated with any situation
to which he is sensitive.”

25. EDUCATIONAL
IMPLICATIONS

26. Motivation is
very important
in the teaching-
learning process.

27. Learning should
be made
purposeful and
goal directed.

28. Theory stresses the
importance of
mental readiness,
meaningful practice
and intensives in
learning process.

29. More opportunities
should be given to
the learners to use
and repeat the
knowledge they get
in the classroom.

30. The learner should be
encouraged to do his
task independently. He
must try various
solutions of the
problem before
arriving at the correct
one.

31. THANK YOU
Mumthaz PP
Student
Keyi Sahib Training College