BIOGRAPHY
Thorndike born in Williamsburg, Massachusetts, on August 31,1874 and died on August 9, 1949. He was the son of Edward R and Abbie B Thorndike, a Methodist minister in Lowell, Massachusetts. Thorndike graduated from The Roxbury Latin School (1891), in West Roxbury, Massachusetts and from Wesleyan University (B.S. 1895). He earned an M.A. at Harvard University in 1897. His two brothers (Lynn and Ashley) also became important scholars. The younger, Lynn, was a medievalist specializing in the history of science and magic, while the older, Ashley, was an English professor and noted authority on Shakespeare.
While at Harvard, he was interested in how animals learn (ethology), and worked with William James. Afterwards, he became interested in the animal 'man', to the study of which he then devoted his life. Edward's thesis is sometimes thought of as the essential document of modern comparative psychology. Upon graduation, Thorndike returned to his initial interest, educational psychology. In 1898 he completed his PhD at Columbia University under the supervision of James McKeen Cattell, one of the founding fathers of psychometrics.
In 1899, after a year of unhappy initial employment at the College for Women of Case Western Reserve in Cleveland, Ohio, he became an instructor in psychology at Teachers College at Columbia University, where he remained for the rest of his career, studying human learning, education, and mental testing. In 1937 Thorndike became the second President of the Psychometric Society, following in the footsteps of Louis Leon Thurstone who had established the society and its journal Psychometrika the previous year.
On August 29, 1900, he wed Elizabeth Moulton. They had four children, among them Frances, who became a mathematician.
During the early stages of his career, he purchased a wide tract of land on the Hudson and encouraged other researchers to settle around him. Soon a colony had formed there with him as its 'tribal' chief.
ACCOMPLISHMENTS
In 1912, Thorndike was elected president for the American Psychological Association. In 1917 he was elected as a Fellow of the American Statistical Association. He was admitted to the National Academy of Sciences in 1917. He was one of the very first psychologists to be admitted to the association. Thorndike is well known for his experiments on animals supporting the law of effect. In 1934, Thorndike was elected president of the American Association for the Advancement of Science.
BOOKS
Thorndike composed three different word books to assist teachers with word and reading instruction. After publication of the first book in the series, The Teacher's Word Book (1921), two other books were written and published, each approximately a decade apart from its predecessor. The second book in the series, its full title being A Teacher's Word Book of the Twenty Thousand Words Found Most Frequently and Widely in General Reading for Children and Young People, was published in 1932, and the third and final book, The Teacher's Word Book of 30,000 Words, was published in 1944.
THORNDIKE’S CONTRIBUTION TO EDUCATIONAL PSYCHOLOGY
Thorndike contributed a great deal to Educational Psychology. Thorndike's Educational psychology began a trend toward behavioral psychology that sought to use empirical evidence and a scientific approach to problem solving. Thorndike was among some of the first psychologists to combine learning theory, psychometrics, and applied research for school-related subjects to form psychology of education. One of his influences on education is seen by his ideas on mass marketing of tests and textbooks at that time. Thorndike opposed the idea that learning should reflect nature, which was the main thought of developmental scientists at that time. He instead thought that schooling should improve upon nature. Unlike many other psychologists of his time, Thorndike took a statistical approach to education in his later years by collecting qualitative information intended to help teachers and educators deal with practical educational problems.
Thorndike influenced many schools of psychology as Gestalt psychologists, psychologists studying the conditioned reflex, and behavioral psychologists all studied Thorndike's research as a starting point. Thorndike was a contemporary of John B. Watson and Ivan Pavlov. However, unlike Watson, Thorndike introduced the concept of reinforcement. Thorndike was the first to apply psychological principles to the area of learning. His research led to many theories and laws of learning. His theory of learning, especially the law of effect, is most often considered to be his greatest achievement. In 1929, Thorndike addressed his early theory of learning, and claimed that he had been wrong. After further research, he was forced to denounce his law of exercise completely, because he found that practice alone did not strengthen an association, and that time alone did not weaken an association. He also got rid of half of the law of effect, after finding that a satisfying state of affairs strengthens an association, but punishment is not effective in modifying behavior. He placed a great emphasis on consequences of behavior as setting the foundation for what is and is not learned. His work represents the transition from the school of functionalism to behaviorism, and enabled psychology to focus on learning theory. Thorndike's work would eventually be a major influence to B.F. Skinner and Clark Hull. Skinner, like Thorndike, put animals in boxes and observed them to see what they were able to learn. The learning theories of Thorndike and Pavlov were later synthesized by Clark Hull. His work on motivation and attitude formation directly affected studies on human nature as well as social order. Thorndike's research drove comparative psychology for fifty years, and influenced countless psychologists over that period of time, and even still today.
He also developed methods for teaching reading and arithmetic that were widely adopted, as well as scales to measure ability in reading, arithmetic, handwriting, drawing, spelling, and English composition. He supported the scientific movement in education–an effort to base teaching practice on empirical evidence and sound measurement. His view proved narrow as he sought laws of learning in laboratories that could be applied to teaching without actually evaluating the applications in real classrooms. It took fifty years to return to the psychological study of learning in the classroom, when the Soviet Union's successful launch of Sputnik in 1957 startled the United States and precipitated funding for basic and applied research on teaching and learning. Thorndike also had a lasting effect on education by demonstrating that learning Greek, Latin, and mathematics did not "exercise the mind" to improve general thinking abilities.
THORNDIKE'S THEORIES
CONNECTIONISM
The learning theory of Thorndike represents the original S-R framework of behavioral psychology: Learning is the result of associations forming between stimuli and responses. Such associations or “habits” become strengthened or weakened by the nature and frequency of the S-R pairings. The paradigm for S-R theory was trial and error learning in which certain responses come to dominate others due to rewards. The hallmark of connectionism (like all behavioral theory) was that learning could be adequately explained without referring to any unobservable internal states.
Thorndike’s theory consists of three primary laws: (1) law of effect – responses to a situation which are followed by a rewarding state of affairs will be strengthened and become habitual responses to that situation, (2) law of readiness – a series of responses can be chained together to satisfy some goal which will result in annoyance if blocked, and (3) law of exercise – connections become strengthened with practice and weakened when practice is discontinued. A corollary of the law of effect was that responses that reduce the likelihood of achieving a rewarding state (i.e., punishments, failures) will decrease in strength.
The theory suggests that transfer of learning depends upon the presence of identical elements in the original and new learning situations; i.e., transfer is always specific, never general. In later versions of the theory, the concept of “belongingness” was introduced; connections are more readily established if the person perceives that stimuli or responses go together (c.f. Gestalt principles). Another concept introduced was “polarity” which specifies that connections occur more easily in the direction in which they were originally formed than the opposite. Thorndike also introduced the “spread of effect” idea, i.e., rewards affect not only the connection that produced them but temporally adjacent connections as well.
APPLICATION:
Connectionism was meant to be a general theory of learning for animals and humans. Thorndike was especially interested in the application of his theory to education including mathematics (Thorndike, 1922), spelling and reading (Thorndike, 1921), measurement of intelligence (Thorndike et al., 1927) and adult learning (Thorndike at al., 1928).
EXAMPLE
The classic example of Thorndike’s S-R theory was a cat learning to escape from a “puzzle box” by pressing a lever inside the box. After much trial and error behavior, the cat learns to associate pressing the lever (S) with opening the door (R). This S-R connection is established because it results in a satisfying state of affairs (escape from the box). The law of exercise specifies that the connection was established because the S-R pairing occurred many times (the law of effect) and was rewarded (law of effect) as well as forming a single sequence (law of readiness).
PRINCIPLES
1. Learning requires both practice and rewards (laws of effect /exercise)
2. A series of S-R connections can be chained together if they belong to the same action sequence (law of readiness).
3. Transfer of learning occurs because of previously encountered situations.
4. Intelligence is a function of the number of connections learned.
THORNDIKE’S MULTIFACTOR THEORY
Thorndike believed that there was nothing like General Ability(opposing Spearman’s Intelligence Theory). Each mental activity requires an aggregate of different set of abilities. He distinguished the following four attributes of intelligence :
(a) Level—refers to the level of difficulty of a task that can be solved.
(b) Range—refers to a number of tasks at any given degree of difficulty.
(c) Area—means the total number of situations at each level to which the individual is able
to respond.
(d) Speed—is the rapidity with which we can respond to the items.
