S-R (Bond) Theory
FocusForming connections between triggers and reactions
- Knowledge is … repertoire of behaviors
- Knowing is … behaving (triggered by stimuli)
- Learner is … an organism
- Learning is … changes in behavior (linking stimuli to responses)
- Teaching is … training; engineering behavior (through deliberate conditioning)
SynopsisThorndike’s Connectionism (which should not be confused with Connectionism (of Cognitive Science)) focuses on Stimulus-Response (S-R) Bonds:
- Stimulus–Response Association (Stimulus–Response Association; S-R Bond) (Edward Thorndike, 1910s) – A “stimulus” is a happening that triggers a reaction. A “response” is a reaction to a stimulus. Stimulus-Response (S-R) Bonds are the connections between stimuli and responses.
- Law of Effect (Edward Thorndike, 1910s) – a response that is followed with positive reinforcement is much more likely to be repeated by an organism than a response followed by negative reinforcement
- Law of Exercise (Edward Thorndike, 1910s) – repeating a response will likely help to increase the speed and improve the precision of that response in the future
- Law of Readiness (Edward Thorndike, 1910s) – multiple responses, if already learned, can be chained to achieve a goal (Note: not to be confused with the Readiness Principle; see below.)
CommentarySee Behaviorisms for general commentary. In terms of commentary that is specific to Thorndike’s Connectionism, the theory appears to have contributed to a tendency among educationists to frame popular advice on teaching in terms of laws and principles:
- Laws of Learning (Edward Thorndike, 1910s) – commonly held descriptive assertions on conditions that support learning
- Primacy Principle – What one learns first can be difficult to change, even if it is clearly inadequate or inaccurate.
- Readiness Principle – one’s learning is likely to be more effective if one is prepared for task/concept at hand, which includes attending to both physical needs and conceptual prerequisites (Note: not to be confused with the Law of Readiness; see above.)
- Recency Principle – Whatever was most recently learned will be best remembered.
- Intensity Principle – The greater the intensity of the learning experience, the more likely the content will be remembered.
- Freedom Principle – Learning is likely to be more effective if learners are afforded freedom of choice, action, and so on.
- Law of Requirements – To attain a skill or understanding, one must start with something (or from somewhere).
- Just-in-Time – Learning is powerful when it is timed to match preparedness and need. (Just-in-Time is usually used a modifier for “learning,” “teaching,” and related terms.)
Authors and/or Prominent InfluencesEdward Thorndike
Status as a Theory of LearningThorndike’s Connectionism straddles our categories of “Discourses on Interpreting Learning” and “Discourses on Influencing Learning.” The theory afforded new insights into the dynamics of learning, but it did so by focusing on laws/principles of influencing learning as is cast mental activity as unobservable and therefore irrelevant.
Status as a Theory of TeachingSee “Status as a Theory of Learning,” above.
Status as a Scientific TheoryThe foci, processes, and interpretations of Thorndike’s Connectionism are clearly articulated and supported by a substantial body of uncontradicted evidence. That said, the theory is constrained by its outright rejection of mental activity as a category of consideration.
- Freedom Principle
- Intensity Principle
- Law of Effect
- Law of Exercise
- Law of Readiness
- Law of Requirements
- Laws of Learning
- Primacy Principle
- Readiness Principle
- Recency Principle
- Stimulus–Response Association (Stimulus–Response Association; S-R Bond)
Please cite this article as:
Davis, B., & Francis, K. (2021). “Connectionism (of Behaviorisms)” in Discourses on Learning in Education. https://learningdiscourses.com.
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