Thorndike: Trial and Error
Asked 3 weeks ago · Viewed 1,627 times
Under Edward Thorndike's 'Trial and Error Theory of Learning', one of the most crucial and central concepts is the 'Law of Effect'. This psychological law states that if a response is followed by a satisfying or pleasurable consequence, the bond between the stimulus and response (S-R Bond) is strengthened, whereas if it is followed by an unsatisfying or painful consequence, that bond is weakened. Regarding the actual psychological implications of this law and the scientific management of student motivation levels, satisfying learning experiences, and reinforcement in classroom teaching, 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 in Pedagogy
From the perspective of Child Development and Pedagogy, the 'Law of Effect' formulated by Edward Thorndike is one of the most critical primary laws of learning.
- Strengthening Bonds: Actions or responses that lead to satisfying outcomes (such as success, praise, and intrinsic satisfaction) are deeply imprinted in the mind, strengthening the Stimulus-Response (S-R) bond.
- Weakening Bonds: Conversely, experiences that cause dissatisfaction or failure reduce the likelihood of repeating that behavior.
- Classroom Implications: Teachers must create learning environments where students receive positive reinforcement, experience success, and attain satisfying outcomes, thereby making their motivation and learning permanent.
Therefore, option (b) is the most authentic and scientifically valid statement.
Next question →
Under Edward Thorndike's Connectionism and Trial and Error Theory, a very…
← Previous question
Under Edward Thorndike's Connectionism or Trial and Error…
Related Questions
→
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?
→
Upon a deep analysis of the philosophical and functional nature of Thorndike's 'Connectionism', Pavlov's 'Classical Conditioning', and Skinner's 'Operant Conditioning' theories, which of the following statements most accurately explains the distinction among them regarding Stimulus-Response (S-R) and Response-Stimulus (R-S) relationships?
→
Upon a deep analysis of the philosophical and comparative dynamics of Edward Thorndike's laws of 'Connectionism', Ivan Pavlov's 'Classical Conditioning', and B.F. Skinner's 'Operant Conditioning' in the psychology of learning, if the interrelationships among these three theories are examined in the context of stimulus presentation and response control in an experiment, which of the following scientific conclusions is the most authoritative?
→
Upon an in-depth analysis of Edward Thorndike's 'Connectionism', Ivan Pavlov's 'Classical Conditioning', and B.F. Skinner's 'Operant Conditioning' in the psychology of learning, if a learner impacts the environment through voluntary actions without any predetermined mechanical stimulus, and the probability of their response increases based on the received consequences or positive reinforcement, which fundamental mechanism of learning does this demonstrate and how is it fundamentally different from Pavlov's classical conditioning?
→
Under Edward Thorndike's 'Connectionism or Trial and Error Theory', a central concept is the 'Law of Effect', which posits that the stimulus-response (S-R) bond is strengthened when accompanied by satisfying or pleasant outcomes, and weakened when associated with annoying or painful outcomes. Regarding its real psychological implications, the reinforcement of satisfactory responses in classroom teaching, habit formation, and the scientific management of the learning curve, which of the following psychological statements is most authentic and scientifically valid?
→
Under Edward Thorndike's 'Connectionism and Trial and Error Theory', a central concept is the 'Law of Readiness', defined as the psychological state wherein when a conduction unit is ready to conduct and is allowed to do so, it is satisfying, whereas blocking it causes annoyance. Regarding its psychological implications for student motivation, mental preparation, and scientific management of learning readiness in classroom teaching, which of the following statements is most authentic and scientifically valid?
→
According to Edward Thorndike's 'Trial and Error Theory', the central concept of the 'Law of Effect' states that responses followed by satisfying or pleasant outcomes are strengthened, whereas those followed by annoying or unpleasant outcomes are weakened. Which of the following psychological statements is most authentic and scientifically valid regarding its practical implications for student motivation management, satisfying reinforcement, and the formation of positive habits in classroom teaching?
→
Under Edward Thorndike's 'Connectionism or Trial and Error Theory', the 'Law of Effect' is a central concept stating that responses followed by a satisfying or pleasant result strengthen the stimulus-response (S-R) bond, while annoying results weaken it. Regarding its psychological implications and classroom application for students' satisfactory learning experiences, reinforcement, and scientific management of positive repetition, which of the following psychological statements is most authentic and scientifically valid?
Log in
to add to quiz, bookmark, or report issues.