Chapter 3
The Effects of Behavior:  Thorndike and Hull

• Chapter Outline
  Modified: 2013-09-26 (fixed broken links, added additional readings)
  I. This Chapter
• II. Edward L. Thorndike (1874-1949):  Biography--Connectionism: connecting stimulus and response (S-R)
  • A. Puzzle Boxes and Animal Intelligence
    • Recall Georges Romanes and his animal anecdotes
    • No one tells stories of animal failure
    • Puzzle box data led to trial-and-error hypothesis for learning
    • First "learning curves"
  • B. Contiguity or Reinforcement
    • Pavlov, Watson, and Guthrie emphasized contiguity
    • Thorndike called this part of the story only
    • Thorndike emphasized learning's consequences too
  • C. Thorndike's Pre-1930's Theory:  Emphasis on Practice: Wanted to dispense with introspection
• 1. Law of Exercise
  • Originally posited that repetition aided learning, revised notion later
• 2. Law of Effect
  • "Satisfying state of affairs" and repetition of behavior, reinforcement
• 3. Law of Readiness
  • Learning takes place better when learner is motivated to learn
• D. Subsidiary Laws
  
• 1. Multiple Responses
  
• 2. Set or Attitude
  
• 3. Prepotency of Elements
  
• 4. Response by Analogy
  
• 5. Associative Shifting
  
• E. Thorndike's Post-1930 Theory:  Emphasis on Reinforcement
  
• 1. Repeal of Law of Exercise
  
• 2. Half a Law of Effect
  
• 3. Learning by Ideas
• F. An Appraisal of Thorndike's Connectionism
• III. Clark Hull (1884-1952):  Biography--A Hypothetico-Deductive System (click here for a biography)
  • Overview of Hull's System
    • Hypothetico-deductive approach
    • Mechanistic, non-purposive system
    • Mathematical approach
    • Maze learning
    • Kenneth Spence was his principal student (click here for a biography)
      
  • Main Components of Hull's System
    • Intervening variables
      • 1. _SH_R--Habit strength (explains effects of practice)
        
      • 2. D--Drive (provides mechanism for reinforcement)
        
      • 3. V--Stimulus Intensity Dynamism (explains differences in environment)
        
      • 4. K--Incentive (added in 1952, explains differences due to size of reinforcement)
        
      • 5. _SE_R --Reaction Potential (the left hand side of equation = behavior)
        
      • 6. I_R<--Reactive Inhibition (explains extinction)
      • 7. _SI_R--Conditioned Inhibition (explains spontaneous recovery)
        
      • 7. _SL_R--Threshold (provides definition of acquisition)
        
      • 8. _SO_R--Oscillation (explains individual differences)
        
        
  • Graphic Summary of Hull's System
    • 1943 Version (simplified)
      • _SE_R = _SH_R x D x V
        
    • 1952 Version (simplified)
    • _SE_R = _SH_R x D x V x K
  • What about extinction and spontaneous recovery?
    • _SE_R = _SH_R x D x V x K - I_R - _SI_R - _SL_R
    • Reactive inhibition builds up quickly, but goes away quickly (spontaneous recovery)
    • Conditioned inhibition builds up slowly, but is permanent (extinction)
      
  • Output Variables:  The Predicted
    
  • Habit-Family Hierarchies
    • Hull's explanation was mechanical, Tolman's was cognitive

  
  

  • Oscillation and Threshold

  

  • Note that learning is variable
  • Note that a "steep learning curve" is a GOOD thing!
  • _SE_R = _SH_R x D x V x K - I_R - _SI_R - _SL_R +/- _SO_R

  • Fractional Antedating Goal Reactions

  
  To explain long-delay learning without resorting to cognitive theorizing

  PATCHING of Hull's system, AKA--"weak"S-R theory

  • Appraisal of Hull's Formal Behaviorism
    • Grand failure
    • Physicalism personified
    • Almost unknown today
• IV. Educational Implications of Thorndike and Hull
  • Led to systematic application of learning and reinforcement in the classroom
• V. Summary

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