1) Edward Thorndike's trial and error learning theory proposes that learning occurs through a process of testing different responses and retaining those that are successful. 2) In Thorndike's experiments with cats in puzzle boxes, the cats initially responded randomly but eventually learned to open the door by pulling a string, eliminating unsuccessful responses over time. 3) Thorndike identified factors in trial and error learning as motives, stimuli, responses, consequences, and fixation on successful responses. His laws of learning also addressed readiness, exercise, effect, use and disuse.

1. TRIAL AND ERROR LEARNIGTHEORY By
Edward Lee Thorndike
Dr. Manju N. D
Assistant Professor
SVK National College of Education,
Kuvempu University, Shimoga

2. Edward Lee Thorndike
(August 31, 1874 – August 9, 1949)
• American psychologist.
• He spent nearly his entire career at Teachers
College, Columbia University.
• His work on comparative psychology and
the learning process led to the theory
of connectionism and helped put the scientific
foundation for educational psychology.
• He also worked on solving industrial problems,
such as employee exams and testing

3. TRIALAND ERROR LEARNIG THEORY
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.

4. Experiment
• 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.

6. Experiment:

7. Random movements of the cat

8. FACTORS INVOLVED IN
TRIAL AND ERROR THEORY
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.

9. 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.

10. 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.

11. 4. Block
• The cat was confined in the box with a closed
door.
5. Chance success
• As a result of random movements, the cat, by
chance, succeeded in opening the door.

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

13. LAWS OF LEARNING
PRIMARY LAWS
1. Law of readiness:
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.”

14. • 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.”

15. • 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.
1. Law of use: With practice, the connection is
strengthened.
• Law of disuse: When the practice is discontinued,
connection is weakened.

16. SECONDARY LAWS
1. 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.
2. 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.

17. 3. 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.
4. 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.”

18. EDUCATIONAL IMPLICATIONS
1. Motivation is very important in the teaching-
learning process.
2. Learning should be made purposeful and goal
directed.
3. Theory stresses the importance of mental
readiness, meaningful practice and intensives
in learning process.

19. 4. More opportunities should be given to the
learners to use and repeat the knowledge they
get in the classroom.
5. The learner should be encouraged to do his
task independently. He must try various
solutions of the problem before arriving at the
correct one.