Contiguity Theory (Edwin Guthrie)

Guthrie’s contiguity theory specifies that “a combination of stimuli which has

accompanied a movement will on its recurrence tend to be followed by that
movement”. According to Guthrie, all learning was a consequence of association
between a particular stimulus and response. Furthermore, Guthrie argued that
stimuli and responses affect specific sensory-motor patterns; what is learned are
movements, not behaviors.

In contiguity theory, rewards or punishment play no significant role in learning

since they occur after the association between stimulus and response has been
made. Learning takes place in a single trial (all or none). However, since each
stimulus pattern is slightly different, many trials may be necessary to produce a
general response. One interesting principle that arises from this position is called
“postremity” which specifies that we always learn the last thing we do in
response to a specific stimulus situation.

Contiguity theory suggests that forgetting is due to interference rather than the
passage of time; stimuli become associated with new responses. Previous
conditioning can also be changed by being associated with inhibiting responses
such as fear or fatigue. The role of motivation is to create a state of arousal and
activity which produces responses that can be conditioned.

Application

Contiguity theory is intended to be a general theory of learning, although most of

the research supporting the theory was done with animals. Guthrie did apply his
framework to personality disorders (e.g. Guthrie, 1938).

Example

The classic experimental paradigm for Contiguity theory is cats learning to escape
from a puzzle box (Guthrie & Horton, 1946). Guthrie used a glass paneled box that
allowed him to photograph the exact movements of cats. These photographs
showed that cats learned to repeat the same sequence of movements associated
with the preceding escape from the box. Improvement comes about because
irrelevant movements are unlearned or not included in successive associations.

Theory of contiguity, psychological theory of learning which emphasizes that the

only condition necessary for the association of stimuli and responses is that there
be a close temporal relationship between them. It holds that learning will occur
regardless of whether reinforcement is given, so long as the conditioned stimulus
and the response occur together. Psychologists John Watson and E.R. Guthrie
were both proponents of the theory of contiguity.
CONTIGUITY THEORY: EDWIN RAY GUTHRIE (1886-1959)

According to contiguity theory, what is learned are movements, not behaviors

Later, Guthrie (1959) revised the Law of Contiguity to state, "What is being
noticed becomes a signal for what is being done."

Learnt movements are minute responses made by the muscles and are based on
stimulus response associations

A learned behavior (act) is based on a number of learnt movements put together

Basic Principles

1. One Trial Learning. Guthrie (1942) rejected the law of frequency, saying "a
stimulus pattern gains its full associative strength on the occasion of its first
pairing with a response."

2. The Recency Principle. The last action done in the presence of a set of stimuli
will tend to be done again if the same circumstances are repeated.

**The time relation between the substitute stimulus and the response is the
important factor.

When similar circumstances are presented, the more recent response will prevail.
The stimulus-reponse connections tend to grow weaker with longer time intervals

3. Movement-Produced Stimuli. After a response has been initiated by an external

stimulus, the body itself can produce the stimulus for the next response, and that
response can furnish the stimulus for the next one, and so on.

1. Threshold Method. Introducing the stimulus that is weak, then gradually

increasing its intensity.

2. Fatigue Method. Performing an act until it is no longer enjoyable.

3. Incompatible Response Method. the stimuli for the undesired response are
presented along with other stimuli that produce a response incompatible with the
undesired response.

Movement & Learning

A combination of stimuli which has accompanied a movement will on its

resurgence tend to be followed by that movement

All learning is based on stimulus-response association; movements are small

stimulus-response combination, and the combination of these movements make
up an act
Contiguity. Contiguity is a behaviorist approach that states, for learning to
occur, the response must occur in the presence of or very soon after a
stimulus is presented, or an association will not occur.