TRIAL AND ERROR THEORY BY THORNDIKE

Trial and error theory are known as connectionism and S-R reinforcement theory. The
American Psychologist Thorndike put forth this theory after conducting the experiments with
animals.

Thorndike believes, learning is a connection between stimulus and response. It is a bond

between S and R. The S-R connection is through trial and error and hence this process is called
as Trial and error learning.

This S-R connection depends on recently, frequency, intensity and vividness

of the experiences, capacity and readiness of the learner. These bond
connections are formed through Trial and Error.
According to him learning takes place through a process of approximation and correction. A person
makes many trials, some responses do not give satisfaction to the individual, but he goes on making
further trial till he gets satisfactory response.

Thorndike’s Experiment:
Thorndike performed an experiment with a cat. A hungry cat was kept in a cage. The cage can be opened
by pulling a string. Infront of the cat was kept a piece of fish in a plate away from the cage. In order to eat,
the cat did number of attempts to pull the strings or say random movements like jumping, hitting,
dashing, pushing the bars. In order to reach the goal, the cat makes a number of responses to the
situation, i.e. it makes a number of trials. Let the trials be R1, R2, R3, R4, etc. After such trial and errors,
the cat succeeded. Every time the cat came out of the cage, it was put inside again. On subsequent trials,
the cat took shorter periods of time, committed a smaller number of errors. Finally learning how to
escape from the cage.
Features:

With increase in the number of trials, the random movements or activities decrease. Learning by
trial and error is gradual. There is learning only if there in a motive (cat hungry). The learner
makes random movements. Satisfying response become better learned as they lead to the
attainment of goal. So, after several trial and error activities, the learner attains the correct
learning.

Thorndike’s Laws of Learning:

Based on his experiment, he postulated three laws:

1.Law of Readiness: 
This law refers to the fact that learning takes place only when the learner is
prepared to learn.
Readiness means preparedness both physical and psychological.
When a learner (organism) is ready to form connection to do so is satisfying,
and not to do is annoying.
Thorndike believe that readiness is an important condition of learning
because satisfaction and frustration depends upon individual state of
readiness.
Readiness depends on three main factors such as:
(a) Maturation

(b) Experiences—training or previous learning and

(c) Favourable physical, psychological and environmental elements

conducive for learning.

2. Law of Exercise:
 The law of exercise is known as the law of habit formation. The law implies the
strengthening of S-R connection with practice. The effect of learning is improved
by continued practice. This law has two sub-laws.

 Law of use: - S-R connection is strengthened by practice.

 Law of Disuse: - S-R connection weakens without practice.

3. Law of Effect
The law explains the importance of effect or consequence in strengthening or weakening of the S-
R connection
This is most important of Thorndike’s laws, which state that when a connection between
stimulus and response that produce satisfaction or comfort for the learner are strengthened(, its strength
is increased) and responses that produce annoyance or discomfort for the learner are weakened.( , its
strength is reduced or weakened).
 Thus, this law emphasises on the role of reward and punishment in the process of learning

Subordinate Laws of Learning:

Law of Multiple Response: -According to it the organism varies or changes its response till
an appropriate behaviour is hit upon. Without varying the responses, the correspondence for the
solution might never be elicited.  In new situation learner response in a variety of ways before arriving at
correct response.

Law of Set/ Attitude: - Learning is guided by a total set or attitude of the organism, which
determines not only what the person will do but what will satisfy or annoy him.  The attitude leads to
perform the task well.

Law of Prepotency of Elements: - According to this law, the learner reacts selectively to the
important or essential in the situation and neglects the other features or elements which may be
irrelevant or non- essential. The ability to deal with the essential or the relevant part of the
situation, makes analytical and insightful learning possible. A learner makes sensitive responses in
learning situation. 

Law of Response by Analogy: - According to this law, the individual makes use of old
experiences or acquisitions while learning a new situation. There is a tendency to utilise
common elements in the new situation as existed in a similar past situation. Most of the time new
situations are tackled by past experiences.

Law of Associative Shifting: - According to this law we may get a response, of which a
learner is capable, associated with any other situation to which he is sensitive. Thorndike
illustrated this by the act of teaching a cat to stand up at a command. A fish was dangled before
the cat while he said, ‘stand up’. After several trails by presenting the fish after uttering the
command ‘stand up’, he later ousted the fish and the overall command of ‘stand up’ was found
enough to evoke the response in the cat by standing up or her hind legs.  Responses shift by situation.

Educational Implications of Trial and Error Theory

 Curriculum, syllabus are to be prepared as per the learner’s age,
ability, standard.
  Teacher is to motivate the child before starting this teaching
work.
 Learners should be engaged in curricular activities observing
their readiness and curiosity for new things.
 Trial and error learning are connected with motor learning. But it has also some
implications for abstract thinking. Some of the school subjects that require abstract
thinking like science and mathematics, are affected by this process. The pupils must make
several unsuccessful attempts before he/she arrives at the desired result.
 Practice leads a man towards maturity. Practice is the main feature of trial and error
method. Practice helps in reducing the errors committed by the child in learning any
concept.
 Habits are formed as a result of repetition. With the help of this theory the wrong
habits of the children can be modified, and the good habits strengthened.
 the use of reinforcement or feedback in learning. This implies that learning trials must be
associated with satisfying consequences. The teacher can use rewards to strengthen certain
responses and punishment to weaken others.