Thorndike: Trial and Error
Asked 2 months ago · Viewed 4,039 times
Under Edward Thorndike's 'Trial and Error Theory', the central concept of the 'Law of Effect' posits that responses followed by satisfying consequences strengthen the S-R bond, while those followed by annoying consequences weaken it. Regarding its psychological implications and scientific application in classroom teaching for student reinforcement, habit formation, and effective learning, which of the following psychological statements is most authentic and scientifically valid?
✓ Correct! Well done.
✗ Not quite — the correct answer is highlighted above.
Detailed Explanation
Understanding Thorndike's Law of Effect
The Law of Effect proposed by Edward Thorndike is a foundational pillar of the Trial and Error learning theory. It states that behaviors followed by pleasant or satisfying outcomes are strengthened, whereas those followed by discomfort are weakened.
- Positive Reinforcement: Satisfying results act as positive reinforcers, strengthening the Stimulus-Response (S-R) bond.
- Classroom Application: In modern pedagogy, appreciation, rewards, and constructive feedback are direct applications of this law, fostering sustainable and meaningful learning.
- Self-Motivation: Positive outcomes encourage students to willingly repeat desired behaviors, promoting internal motivation.
Therefore, option B is the most scientifically valid and pedagogically sound statement.
Next question →
Under Edward Thorndike's 'Trial and Error Theory', a central and extremely…
← Previous question
Under Edward Thorndike's Connectionism or Trial and Error…
Related Questions
→
Under Edward Thorndike's Theory of Connectionism and Trial and Error, a central concept is the 'Law of Effect', which states that a response followed by a satisfying state of affairs strengthens the neural bond between the stimulus and the response, whereas an annoying state weakens it. Regarding its psychological implications and scientific management of reinforcement, satisfactory experiences, and motivation in classroom teaching, which of the following statements is most authentic and scientifically valid?
→
In Thorndike's theory of learning, the 'Law of Readiness' is primarily related to which of the following?
→
Under Edward Thorndike's 'Trial and Error Theory', the 'Law of Readiness' states that when a nervous system is ready to conduct and is allowed to do so, it is satisfied, and when it is not ready and is forced, it experiences annoyance. Regarding its actual psychological implications and scientific management of student motivation, academic readiness, and adaptation in classroom teaching, which of the following psychological statements is most authentic and scientifically valid?
→
In the neuro-cognitive context of 'Transfer of Learning', regarding the interrelationships between Edward Thorndike's 'Theory of Identical Elements' (its neuro-biological nature, neural pathway sharing, synaptic overlap, and activation dynamics of reusing old skill neural networks among the sensory-motor cortex, prefrontal cortex, and association areas) and Charles Judd's 'Theory of Generalization', and their implications for modern primary inclusive classroom teaching, context-based constructivist pedagogy, and the enhancement of real-life application, cognitive flexibility, and holistic problem-solving efficiency of learned concepts in students, which of the following statements is most appropriate and true?
→
Under Edward Thorndike's Connectionism or Trial and Error Theory, a central concept is the 'Law of Effect', which states that responses followed by a satisfying or pleasurable consequence strengthen the Stimulus-Response (S-R) bond, whereas annoying or painful consequences weaken that connection. Regarding its actual psychological implications and scientific application in classroom teaching for student reinforcement, satisfying learning experiences, and error control, which of the following psychological statements is most authentic and scientifically valid?
→
Which of the following psychological statements is most authentic and scientifically valid regarding the real psychological implications of Edward Thorndike's 'Connectionism / Trial and Error Theory'—specifically its central concept of the 'Law of Effect' (defined as the fundamental psychological rule that if a connection between a stimulus and response is followed by a satisfying outcome, reward, or pleasant state, the strength of that S-R bond increases, whereas an unsatisfying or painful outcome weakens that connection)—and its scientific application to reinforcement, selection of satisfying responses, and permanent learning of students in classroom teaching?
→
Under Edward Thorndike's Trial and Error Theory of Learning, the Law of Readiness is a central psychological concept stating that when a conduction unit is ready to conduct and is allowed to do so, it is satisfying, whereas when it is not ready, it results in annoyance. Regarding its actual psychological implications and scientific management of student motivation, mental preparation, and learning dynamics in classroom teaching, which of the following psychological statements is most authentic and scientifically valid?
→
Under Edward Thorndike's Theory of Connectionism and Trial and Error, the 'Law of Readiness' is a central concept defined as the internal mental preparation where if a conduction unit is ready to conduct and is allowed to do so, it results in satisfaction, whereas obstruction leads to annoyance. Regarding its psychological implications and scientific management of student learning motivation, mental alignment, and academic readiness in classroom teaching, which of the following statements is most authentic and scientifically valid?
Log in
to add to quiz, bookmark, or report issues.