Charles Spearman and Edward Thorndike made significant contributions to the field of educational psychology. Spearman proposed the two-factor theory of intelligence, which suggests that intelligence has both a general factor ("g") as well as specific factors ("s"). Thorndike conducted experiments with cats in puzzle boxes which led to his laws of learning - the law of effect, the law of exercise, and the law of readiness. These theories and laws help educators better understand how students learn and how to design effective instruction based on individual differences.

1. Educational
Psychologist
Significant
Contribution of
Charles E. Spearman
and Edward
Thorndike
BY:
MARY GRACE I. GOLEZ

2. 03
01 02
04
TOPICS TO BE DISCUSSED
Quick introduction about
Educational Psychology
Charles Spearman’s
Theory
Edward Thorndike’s
Theory Key Takeaways

3. INTRODUCTION
Educational psychology involves the
study of how people learn, including
teaching methods, instructional
processes, and individual differences
in learning. The goal is to understand
how people learn and retain new
information.

4. INTRODUCTION
This branch of
psychology involves not just
the learning process of early
childhood and adolescence
but includes the social,
emotional, and cognitive
processes that are involved
in learning throughout the
entire lifespan.
The field of educational
psychology incorporates a
number of other disciplines,
including developmental
psychology, behavioral
psychology, and cognitive
psychology.

5. TWO-FACTOR
THEORY
0
1
By Charles Spearman

6. ALL ABOUT CHARLES
SPEARMAN
Charles E. Spearman was a British
psychologist, who was born on September
10, 1863, in London, England. He is the
pioneer of a popular statistical method
‘factor analysis’ and is also known for his
work on ‘Spearman’s rank correlation
coefficient’ and his ‘two-factor theory of
intelligence.’

7. ALL ABOUT CHARLES
SPEARMAN
He wanted to study philosophy, but later, he realized
that the advancement to the concepts of philosophy
can only be done through psychology, which
eventually motivated him to study psychology. In
1904, he published his paper on ‘factor analysis of
intelligence’ and developed his two-factor theory of
intelligence. He completed his PhD at Leipzig
University, Germany, where he worked with the
‘Experimental Psychology’ founder ‘Wilhelm Wundt.’
Later, he worked as a professor in the University
College, London, and he died on September 17,
1945.

8. Spearman’s Two-factor
Theory of Intelligence

9. TWO-FACTOR
THEORY
Charles Edward Spearman proposed his two-factor theory of
intelligence in 1904. He was the first who introduced the concept of
general intelligence called the ”g” factor. To develop his theory, he
analyzed different mental aptitude and cognitive tests given by the
participants. He noticed that the scores of the same participants
were almost similar in every test. Those who had a good score in
one aptitude test had also scored well in other aptitude tests, and
those who performed badly in one test also performed similarly in
other tests, which represents that there exists a factor that is
common to all the intellectual and cognitive abilities of the person.

10. TWO-FACTOR THEORY MODEL
Spearman stated that various mental
traits are not independent of each
other, and there exists a common
factor in all the cognitive abilities of the
person, he called this common factor a
general factor or ”g” factor. He
proposed that intelligence consists of
two factors, i.e., the ”g” factor (general
ability) and the ”s” factor (specific
ability), where the ”g” factor is involved
in every general mental ability task of
the person, and the ”s” factor is
responsible for only the specific
intellectual abilities of the person.

11. According to Spearman, every
individual is born with a different level
of the ”g” factor, and the greater the
”g” factor, the greater are the
chances that the person will succeed
in various aspects of life, whereas
the ”s” factor is not inborn, people
acquire this factor through
experiences and from their
surrounding environment
The ”g” factor is shared with
every other cognitive or
intellectual activity of the
person, but the ”s” factor is
not shared with different
intellectual activities, it’s
specific to a particular
activity.

12. CHARACTERISTICS OF “G” FACTOR
It is general mental
energy
It is universal inborn
ability
The amount of “g”
differs from every
individual
Greater the “g” in
individual, the greater
the probabilty he will
succeed in life

13. Components of General Intelligence
1. Knowledge
2. Quantitative
Reasoning
3. Fluid
Reasoning
4. Visual-Spatial
Reasoning
5. Working Memory

14. CHARACTERISTICS OF “S” FACTOR
Individuals differ in
the amount of “S”
ability
It is learned and
acquired in the
environment
It varies from activity
to activity in the same
individual

15. Spearman’s two-factor theory can be applied in the education sector to analyze the
intellectual abilities of children. As we have discussed in this article, every person
possesses different levels of “g” and “s” factors. The students need different degrees
of “g” and “s” factors to perform well in different academic subjects. For example, the
student’s performance in mathematics could be due to his general intelligence and
his specific numerical abilities, i.e., g+s1. Similarly, in literature, it may be because of
g+s2 factors, and in science, it may be because of g+s3, and so on. Since the “g”
factor is common in all specific activities, the performance of the student in
academics can be analyzed through their “g” factor. The “g” factor of the students
can be checked through a variety of intelligence quotient tests that have a high “g”
factor correlation.
Educational Implications of Spearman’s Intelligence
Theory

16. 02
By Edward Thorndike

17. ALL ABOUT EDWARD
THORNDIKE
Edward Thorndike was an influential psychologist
who is often referred to as the founder of modern
educational psychology. He was perhaps best-known
for his famous puzzle box experiments with cats
which led to the development of his law of effect.
Thorndike was elected president of the American
Psychological Association in 1912 and became one
of the very first psychologists to be admitted to the
National Academy of Sciences in 1917. Today,
Thorndike is perhaps best remembered for his
famous animal experiments and for the law of effect.

18. ALL ABOUT EDWARD
THORNDIKE
Thorndike graduated from Wesleyan University in
1895. He studied animal behavior with William
James at Harvard University (1895–97) and
with James McKeen Cattell at Columbia University,
where he received his Ph.D. (1898) and where he
spent most of his career. He first proposed his two
behavioral laws, the law of effect and the law of
exercise, in his doctoral dissertation, which was
published in 1911 as Animal Intelligence. He
regarded adaptive changes in animal behaviors
as analogous to human learning and suggested that
behavioral associations (connections) could be
predicted by application of the two laws.

20. THORNDIKE’S PUZZLE BOX
Thorndike felt that the
learning was a matter of
creating associations
between stimuli and
response and no
speculation about mind
was necessary or useful.
Through long, extensive
research with these
animals, he constructed
device called puzzle
box.
The puzzle box was
approximately 20 inches long,
15 inches wide and 11 inches
tall. The box had a door that
was pulled open by a weight
attached to a string that ran
over a pulley and was attached
to the door. The string attached
to the door led to a lever or
button inside the box. When the
animal pressed the bar or
pulled the lever, the string
attached to the door would
cause the weight to lift and the
door to open.

21. At first, cat put in the cage
explored restlessly, but did
not know how to escape.
Eventually, they stepped on
the foot switch and the trap
door opened. On succeeding
trials, they operated the
switch faster.
THORNDIKE’S PUZZLE BOX

22. Thorndike concluded that all animals
learn, solely by trial and error or
reward and punishment. He used the
cat’s behavior in the puzzle box to
describe what happens when all the
beings learn together.
“All learning involves the formation of
connection and connections were
strengthened according to law of effect.
Intelligence is the ability to form connections
and humans are the most evolved animal
because they form more connections than any
other being.”

23. Law of
Exercise
Law of
Readiness
THORNDIKE’S LAWS
Law of
Effect

24. Law of READINESS
The law of readiness describes those situations in
which the person, who learns either invites the
object of his/her learning or rejects it. Readiness
means a preparation of action. If a person is not
prepared to learn, then learning cannot be instilled
in him/her.
Readiness includes all those preparatory adjustments
which immediately precede the activity. Reminding the
learner of his/her part experiences, the understanding of
new things, diverting attention towards the subject to be
learned changing the environment to suit the learning are
all included in readiness. The readiness creates a mental
set for learning.

25. In Thorndike’s view the law of readiness is active in
three following conditions:
When conduction unit is
prepared to go into
action, its work is quite
satisfactory because
nothing is done to alter
its working.
The inactivity of a
conduction unit
and any reaction
may arise in
connection with
that deficiency.
When a conduction unit
is forced to act
while it is not
prepared to do so,
its behavior is of a
nature calculated to
excite anger.

26. Law of EXERCISE
The second important law has two aspects. It
is based on law of use and disuse. The law of
use states, “When a modifiable connection is
made between a situation and a response, that
connection’s strength is being increased”.
Similarly, the law of disuse states, “when a
modifiable connection is not made between a
situation and response over a length of time, the
connection’s strength is decreased.”

27. The repeated application of an activity fixes it firmly in the
mind, While on the other hand, the relation is weakened
through continuous disuse. Drill and Practice helps in
increasing efficiency and durability of learning.
According to Thorndike’s S-R bond theory, the
connections are strengthened with trial and practice.
Whenever, there is an appropriate situation, the activity
which is firmly entrenched, might take place. It is the
experience that whenever any action is repeated, it
becomes easy and prompts. Learning and relearning
helps in mastering the activity.
Law of EXERCISE

28. The meaning of the law of effect is the
effect of learning. The trial or steps
leading to satisfaction stamps in the
bond or connection. Satisfying states
lead to consolidation and strengthening
of connection, whereas dissatisfaction
annoyance or pain lead to the
weakening or stamping out of the
connection.
Law of EFFECT

29. Success brings with it satisfaction and along with it
a strengthening of the relation of the experiences.
Failure increases dissatisfaction and the absence
of the relation among the experiences Weakens
them.
The success can be compared to reward and
failure to punishment. And the desire to repeat
Success or avoid failure as the inevitable
antecedents
Law of EFFECT

30.  In two factor theory, performance
by the student are determined by
the G and S factor
 The total intelligence of an
individual is the sum total of G
and S factors
 The performance of a particular
task depends on the G factor
(general ability) and the
particular S factor (specific
ability)
KEY
TAKEAWAYS

31.  In theories of learning, Law of Readiness
states that when an animal is ready to learn,
it is more likely to do so. A satisfied situation
is achieved if an animal is ready to learn
and can do so. If it is ready to learn and not
able to do so or is not ready to learn and
forced to do so, an annoying situation will
be achieved.
 In law of effect, suggests that stimuli that
occur because of a response can increase
(or decrease) the likelihood of making the
response again. A satisfying stimulus is one
which an animal chooses to maintain or
does nothing to avoid. This behavior is
'stamped in'. An annoying stimulus is one
that an animal will attempt to end or avoid
altogether.
 In law of exercise, This suggests that by
exercising frequently and vigorously, bonds
between stimuli and responses are
strengthened. Thorndike later repealed this
law showing that repetition does not cause
learning.
KEY
TAKEAWAYS

32. SUMMARY
One of the contributors in Educational Psychology is Charles
Spearman and Edward Thorndike. They both have created laws of learning
and theory about intelligence to help understand the behavior of the
students better. Through this, educators could formulate a better and
suitable academic program and activities for all types of students. Charles
Spearman’s two factor theory suggests that every individual is born with a
different level of the ”g” factor, and the greater the ”g” factor, the greater are
the chances that the person will succeed in various aspects of life, whereas
the ”s” factor is not inborn, people acquire this factor through experiences
and from their surrounding environment. This theory is beneficial for the
educators to create tasks and activities that could cater all the needs of the
students based on their g and s factors. In addition, Edward Thorndike’s
learning theories had built a great benefit to the education as his
experiments helps understand every student’s behavior better. The law of
readiness, exercise, and effect can help the educators in formulating the
best teaching strategies for their class.

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34. Resources
● https://www.verywellmind.com/what-is-educational-psychology-2795157
● https://www.simplypsychology.org/intelligence.html
● https://studiousguy.com/spearman-two-factor-theory-of-intelligence/
● https://www.slideshare.net/atulunik/spearman-2-factor-theory
● http://www.edugyan.in/2017/03/edward-lee-thorndike-theory-of-learning.html
● https://www.britannica.com/biography/Edward-L-Thorndike
● https://www.verywellmind.com/edward-thorndike-biography-1874-1949-2795525
● https://www.massey.ac.nz/~wwpapajl/evolution/assign2/KN/theolrn.html