TraditionalLearning

Traditional LearningTheories
Theories

THEORIES
THEORIESOF
OFLEARNING
LEARNING&&IMPLICATION
IMPLICATIONFOR
FORTEACHING
TEACHING

PRESENTED
PRESENTEDBY:
BY:
PROF.SHEEBA.SB
PROF.SHEEBA.SB
 Learning Theories By:
Thorndike
Pavlov
Skinner
Kohler
 Thorndike’s
Thorndike’sTheory
TheoryofofLearning
Learning(Theory
(Theory ofofTrial
Trialand
andError
Error
Propounded by E. L. Thorndike
 Characteristics
Characteristicsof
ofTrial
Trialand
andError
Error
Where there is drive or motive, there is learning. In the experiment the cat was
hungry, so its motive was to get food by learning to come out of the cage.
Cat makes varied types of responses – Clawing, scratching, walking around,
pawing, pulling, etc.
Some responses lead to the goal and they are known as satisfying responses. E.g.
Pulling the strings. Some do not lead to goal and are known as annoying
responses. E.g. clawing, pawing, scratching, walking
Satisfying responses become better learned as they lead to the attainment of the
goal.
Annoying responses tend to be eliminated gradually as they do not lead t goal.
Stages
Stagesof
ofthe
theTrial
Trialand
andError
ErrorProcess
Processof
oflearning
learning

1. Drive
2. Goal
3. Block
4. Random Movements
5. Chance Success
6. Selection of Proper Movement
7. Fixation
 Laws
Lawsof
ofLearning
Learningpropounded
propoundedby
byThorndike
Thorndike

The Law of Readiness

The Law of Effect
The Law of Exercise or Repetition
Classical Conditioning- Pavlov
Classical Conditioning- Pavlov
 Ivan P. Pavlov (1849-1936), a Russian psychologist was the discoverer of the
classical conditioning theory of learning

 Conditioning is the modification of the natural response. By conditioning Pavlov modified the
behaviour of the dog on which he experimented.
 Now we modify the behaviour of the learners in such a way as the response originally connected
with a particular stimulus comes to be aroused by different stimuli. The classical experiment
conducted by Pavlov will make clear the process of conditioning.
 Food is the 'natural stimulus' as it motivates the dog to respond. His response is secretion of
saliva. Ringing of the bell is an 'artificial stimulus', also called 'conditioned stimulus'. The
response of the dog when the bell above is rung is called a 'conditioned response'.
 Conditioning is thus the modification of the natural response. The abbreviations used are: NS for
Natural Stimulus, CS for Conditioned Stimulus, NR for Natural Response and CR for
Conditioned Response.
 Contribution of Pavlov's Theory of conditioning to learning and Classroom Implications:

Pavlov’s work on the laws of conditioning is considered as a landmark contribution to

education psychology. Pavlov explained learning in terms of physiological change by
adopting an objective method of study. Conditioning was accepted as a theoretical
framework and partial technique of solving a variety of applied problems. Most of the
terminology used in learning was developed by Pavlov. The principles of classical
conditioning can be used in various areas of teaching-learning in the classroom also. A
child learns through conditioning. The use of audio-visual aids in the teaching-learning
process involves the conditioning theory.
Operant
OperantConditioning-
Conditioning-Skinner
Skinner
Prof. Skinner started his research work on behaviour while he was a graduate in the
Department of Psychology of Harvard University.
Meaning of Operant Conditioning :
Skinner called his theory as Operant Conditioning, In the process of operant conditioning,
operant responses are modified or changed by reinforcement. Reinforcement is a special kind
or aspect of conditioning within which the tendency for a stimulus to evoke a response on
subsequent occasions is increased by reduction of a need.

He defined two kinds of responses – the one elicited by known stimuli, which he called as
respondent or reflexive behaviour and the other emitted by the unknown stimuli, which he
called as operant behaviour. Skinner attaches greater importance to operant behaviour which
is primarily concerned with response rather than stimuli, it is known as R-type conditioning.
Thus skinner changed the usual S-R formula into an R-S formula.
 Educational Implications of Skinner’s Learning Theory
 Learning objectives should be defined very specifically in terms of behaviors.
 Objectives should be arranged in order of simple to complex.
 For developing motivation in the students for classroom work, reinforces like praise, blame, grades,
etc. should be used.
 Proper use of positive and negative gestures also serves as reinforcement to work.
 Reinforces should be used periodically so that the possibility of extinction of the desired behaviour
is resisted.
 In the classroom, the principle of immediacy of reinforcement is very important. Praise for a job
done well given immediately can be a stronger reinforcers or motivator than a grade given much
later.
 Skinner's principles of learning focus attention on the individual's pace of learning. Teaching
machines and the programmed learning system have been devised on the basis of the theory of
learning founded by Skinner.
Insight Learning -Kohler
Insight Learning -Kohler
 The Gestalt theory of learning

 Learning by Insight is the contribution of German psychologists who were studying the
nature of perception.
 Max Wertheimer (1880-1943) was the founder of Gestalt psychology.
 Wolfgang Kohler and Kurt Koffka were the other German psychologists associated with
Wertheimer. Gestalt Theory of Learning or Learning by Insight states that perceptual
phenomena are only experienced as whole or Gestalts.
 Learning, according to Gestalt Theory, by insight, introspection and understanding.
 Gestalt psychology is primarily concerned with the nature of perception. According to it, an
individual perceives whole and not parts.
 Learning is viewed as a purposive, explorative, imaginative and creative enterprise in which
the total situation is taken into account by the learner.
 Experiment 1
In one of his experiments Kohler shut the chimpanzee, Sultan by name in a big cage. A
banana was placed outside, at a considerable distance of the cage. Inside the cage there were
two sticks one of them a long one and the other a bit shorter.
The shorter stick could be screwed into the long one. The long stick could not reach the
banana but if the other one was screwed into it, the banana could be touched Sultan tried to
get at the banana. He tried the longer stick but it did not reach the fruit.
The other was still smaller. He sat down and began to play with the sticks. But he was still
brooding over the matter. Suddenly an idea flashed to him. He thrust the smaller stick into the
hole of the longer one and thus managed to get at the banana with the help of the combined
sticks.
 Experiment 2

In this experiment the chimpanzee was shut up in a room with unsalable walls. A
banana was hanging with the ceiling. The animal was hungry. He jumped at the
fruit but it was too high. He left the efforts and sat down. There was a box lying in
the corner of the room. The animal began to play with the box. He then suddenly
got up and pushed the box to the center of the room below the banana, jumped
from it and got the fruit.
 Educational Implications of the Theory of Insight The Gestalt theory brings the
following points into focus:
1. From Whole to Parts The whole is greater than the parts. Therefore, the teachers should
present the picture of a topic or subtopic as a whole.
2. Problem-Solving Approach The theory rejects memorization and rote learning. It stresses
that the learners must be given opportunities for using their thinking power and power of
observation. The students should be placed in the position of discoverers. They should be
provided training, to ponder over questions. Why and How in place of What and When
should be the key-note of the teaching-learning process.
3. Integrated Approach The contents of a subject should not be treated as the mere collection
of isolated facts. They could be closely integrated into a whole. In the same way, all
subjects and activities of the curriculum should reflect unity and cohesion.
4. Motivational Aspect The child's curiosity and interest must be aroused. He should be
fully familiarized with the specific aims and purposes of every task that is being
undertaken
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