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According to his theory the task can be started from the easier aspect towards its difficult side. This approach will benefit the weaker and backward children. A small child learns some skills through trial and error method only such as sitting, standing, walking, running etc. In teaching also the child rectifies the writing after committing mistakes.
In this theory more emphasis has been laid on motivation. Thus, before starting teaching in the classroom the students should be properly motivated.
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 effects of rewards and punishment also affect the learning of the child. Thus, the theory lays emphasis on the use of reward and punishment in the class by the teacher.
The theory may be found quite helpful in changing the behaviour of the delinquent children. The teacher should cure such children making use of this theory. With the help of this theory the teacher can control the negative emotions of the children such as anger, jealousy etc. The teacher can improve his teaching methods making use of this theory. He must observe the effects of his teaching methods on the students and should not hesitate to make necessary changes in them, if required.
The theory pays more emphasis on oral drill work. Thus, a teacher should conduct oral drill of the taught contents. This helps in strengthening the learning more. The theory has been criticised by various psychologists on the following grounds. Firstly, the theory is mechanical, for it leaves no room for an end or purpose in any sense whatsoever. On the contrary psychologist Mc Dougall maintained that even the behaviour of the amoeba or the paramecia consists in learning to face novel conditions to serve some unknown purpose Even repeated trials are of no avail if the tendency to learn is not there.
Again, if the tendency is there, even one trial may be fruitful. Mc Dougall and Woodworth insist on readiness for reaching a goal in learning and Lloyd Morgan lays stress on persistency with varied efforts till the goal of learning is achieved.
The hungry cat confined in the puzzle-box with food in front of it goes on persistently trying various means until it gets out of it and has food. So, its trials are not blind and mechanical. In fact, they are guided by perceptual attention and feelings of pleasure and pain. Yet, Thorndike pays no attention to these higher order mental processes. Secondly, in course or repeated trials the numbers of errors are not corrected of themselves or mechanically.
The effects of Trial and Error depend to a great extent upon the psycho-physical state of the animal or man. In the absence of any purpose in view the animal is so puzzled, rather than enlightened by the errors committed that it goes on blindly repeating them without end. Thirdly, Thorndike assumes that learning consists only in the association of several separate movements. But, learning is a whole process related to a whole situation.
The hungry cat confined in a puzzle-box with food placed near it does not perceive the situation in a piece-meal fashion but as a whole of hunger food-puzzle box-confinement. Finally, the laws of learning formulated by Thorndike appear to be unjustified.
Satisfaction in or the sense of being rewarded by success and dissatisfaction in or the sense of being punished by failure seen to ascribe higher mental processes to animals like cats and rats than are psychologically ascribable to them. Mechanical repetition without motive, interest, significance or understanding does not make anyone learn anything and remember it. One rupee-currency note passes hundred times through the hand of a person, but hardly anyone is able to tell the size, the colour and other details of it.
He wrote it mechanically and correctly all the times. After repeating one correct thing so many times he again committed the same mistake. See our User Agreement and Privacy Policy. See our Privacy Policy and User Agreement for details. Create your free account to read unlimited documents.
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What to Upload to SlideShare. Embed Size px. Start on. Show related SlideShares at end. WordPress Shortcode. Share Email. Top clipped slide. Download Now Download Download to read offline. Trial and error learning theory Mar. Hindi varnamala. Thorndike's connectionism theory Jan. Marianne Apryl Gundran Follow. Teacher at I Love Being a Mom.
Thorndike General Overview. Gagne's Learning Theories. Indian education commision. What to Upload to SlideShare. A few thoughts on work life-balance.
Related Books Free with a 30 day trial from Scribd. Dry: A Memoir Augusten Burroughs. Related Audiobooks Free with a 30 day trial from Scribd. Thorndike's connectionism theory 1. Figure I. Edward Lee Thorndike 2. Edward Lee Thorndike, is an American pioneer in comparative psychology, was born in Lowell, Massachusetts in to the family of a Methodist minister. He became interested in the field of psychology after reading William James' "Principles of Psychology" and after graduating from Wesleyan University, he enrolled at Harvard in order to study under James — He completed his Ph.
Then he became an instructor in psychology at Teachers College at Columbia University, studying human learning, education, and mental testing. He remained at Columbia the rest of his career. Edward L. Thorndike's pioneer investigations in the fields of human and animal learning are among the most influential in the history of Psychology. In , he was recognized for his accomplishments and elected president of the American Psychological Association. In , the American Association for the Advancement of Science elected Thorndike as the only social scientist to head this professional organization.
Thorndike retired in , but worked actively until his death in His work was a major influence on B. Lefrancois, Kearsley, G. Connectionism E.
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