Contiguity Theory

AKA

Law of Contiguity
One-Trial Learning

Focus

Associating clusters of stimuli with specific movements

Principal Metaphors

  • Knowledge is … all established patterns of activity
  • Knowing is … replicating motions (triggered by a combination of stimuli)
  • Learner is … a motion replicator
  • Learning is … linking (a movement to a combination of stimuli)
  • Teaching is … structuring experiences

Originated

1930s

Synopsis

Like Behaviorisms, Contiguity Theory casts learning in terms of associations between stimuli and responses. Unlike Behaviorisms, Contiguity Theory focuses on the learning of movements (sensory-motor patterns) rather than behaviors, and it is founded on the assertion that movement that was accompanied by a specific combination of stimuli will likely happen again when that combination recurs. Learning is thus seen to happen in a single trial. Repetitions and reinforcements are not seen to influence learning. (However, they can increase the likelihood that learned actions will be repeated.) Because combinations of stimuli can vary, multiple trials may be needed for a generalized response.

Commentary

Contiguity Theory, while intended as a general theory of learning, was based mainly on research on animals and on personality disorders. Generalizations of its principles and advice are thus problematical. As well, if the theory is taken as correct, teaching humans becomes nearly impossible because (1) instruction must be very specific, since movements are dependent on particular clusters of conditions, and (2) human competencies typically involve a vast array of movements.

Authors and/or Prominent Influences

Edwin Guthrie

Status as a Theory of Learning

Contiguity Theory is focused more on how to make learning happen (i.e., the conditions in which assumed or desired associations between stimuli and movements will happen), and so it’s more a theory of influencing learning than a theory of learning.

Status as a Theory of Teaching

Contiguity Theory is a theory of structuring situations and experiences to compel learning – which pushes it into the category of theories of teaching.

Status as a Scientific Theory

The evidence base for Contiguity Theory is narrow and shallow – entirely insufficient to make any strong assertions about human learning.

Map Location



Please cite this article as:
Davis, B., & Francis, K. (2020). “Contiguity Theory” in Discourses on Learning in Education. https://learningdiscourses.com.


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