A Comparison of Thorndike’s and Hull’s Approaches to Learning and Theorizing
1. Introduction
In this paper, I will discuss and explain Thorndike’s approach to learning before 1930 and after 1930, as well as Hull’s approach to theorizing. I will begin with a brief overview of both theorists’ work. Thorndike was a behaviorist who proposed the laws of effect and readiness, which stated that behaviors that are followed by positive consequences are more likely to be repeated, while those that are followed by negative consequences are less likely to be repeated. Hull was also a behaviorist, but he placed more emphasis on the role of internal states, such as motivation, in determining behavior.
2. Thorndike’s Approach to Learning Before 1930
Thorndike’s approach to learning before 1930 was based on the principle of prepotency, which states that certain stimuli are more likely to elicit a response than others. For example, a mother’s voice is more likely to elicit a response from her child than the voice of a stranger. Thorndike also proposed the law of effect, which states that behaviors that are followed by positive consequences are more likely to be repeated, while those that are followed by negative consequences are less likely to be repeated.
3. Thorndike’s Approach to Learning After 1930
Thorndike’s approach to learning after 1930 was based on the principle of spread of effect, which states that behaviors that are followed by positive consequences are not only more likely to be repeated, but also behaviors that are similar to those behaviors are more likely to be repeated. For example, if a child learns that clapping leads to applause, the child is more likely not only to repeat the behavior of clapping, but also to engage in other behaviors that are similar to clapping, such as stomping or waving. Thorndike also proposed the law of readiness, which states that behaviors are more likely to be performed when the individual is in a state of readiness or preparedness to perform them.
4. Hull’s Approach to Theorizing
Hull’s approach to theorizing was based on the idea of habit strength, which states that habits become stronger with repetition and weakened with disuse. Hull also proposed the concept of drive reduction, which states that organisms seek to reduce drives or needs such as hunger and thirst by engaging in activities that lead to their satisfaction. For example, an organism will eat when hungry in order to reduce the drive or need for food. Finally, Hull proposed the concept of reinforcement value, which states that reinforcement (or punishment) increases or decreases the likelihood of a behavior being repeated depending on its value to the individual.
In conclusion, Thorndike’s approach to learning before 1930 was based on the principle of prepotency, while his approach after 1930 was based on the principle of spread of effect. Hull’s approach to theorizing was based on the idea of habit strength.