Laws of Learning + Conditioning

Introduction to Thorndike’s Laws of Learning
 Edward Thorndike (1874–1949) was a pioneer in educational psychology.

 His Laws of Learning form the foundation of behaviorist learning theories.
 Focuses on the relationship between stimuli and responses in the learning
process.
2. Thorndike’s Major Laws of Learning
A. Law of Readiness
 Definition: Learning is most effective when the learner is mentally and

physically ready.
 Explanation:
o A learner performs better when they are prepared to respond.

o Frustration arises if a learner is forced to perform without readiness.
 Example: A student is ready to learn multiplication only after mastering

addition.
B. Law of Exercise
 Definition: Repetition strengthens learning, while lack of practice weakens it.

 Explanation:
o The more a response is practiced, the stronger the connection between

stimulus and response.
o Conversely, the less a response is used, the weaker the connection
becomes.
 Example: Regular practice of vocabulary strengthens a student’s language

skills.
C. Law of Effect
 Definition: Behaviors followed by satisfying consequences are more likely to

be repeated, whereas those with unpleasant outcomes are less likely.
 Explanation:
o Rewards reinforce learning.

o Punishments or dissatisfaction discourage behaviors.
 Example: A student praised for completing homework is more likely to repeat
the behavior.
3. Secondary Laws of Learning
A. Law of Primacy
 Definition: Learning that occurs first has a stronger and lasting impression.
 Explanation:
o Early experiences or lessons are more firmly established in memory.
 Example: A teacher’s first lesson in a subject sets the tone for the rest of the
course.
B. Law of Recency
 Definition: The most recently learned material is remembered better.

 Explanation:
o This emphasizes the importance of review and immediate

reinforcement of learning.
 Example: A student remembers the last topic discussed in class better than
earlier ones.
C. Law of Intensity
 Definition: The more vivid and engaging the experience, the stronger the
learning.
 Explanation:
o Intense or emotionally charged lessons create lasting impressions.
 Example: A hands-on science experiment is remembered better than a lecture.
D. Law of Freedom
 Definition: Learning is more effective when the learner is given freedom of

choice.
 Explanation:
o Students are more engaged and motivated when they can choose tasks
or methods.
 Example: Allowing students to choose their project topics fosters deeper

learning.
Classical Conditioning:
Classical conditioning is a form of associative learning where a neutral stimulus
becomes associated with a meaningful stimulus and acquires the capacity to elicit a
similar response.
Ivan Pavlov's Experiments:

Russian physiologist Ivan Pavlov conducted a series of experiments in the late 19th
century that led to the discovery of classical conditioning. Pavlov observed that dogs
would naturally salivate in response to the presentation of food, an unconditioned
stimulus that elicited an unconditioned response. However, Pavlov noticed that the
dogs would also begin to salivate in response to the sound of a bell, a neutral stimulus
that was initially unrelated to the food. Through repeated pairings of the bell (neutral
stimulus) with the presentation of food (unconditioned stimulus), the dogs learned to
associate the bell with the food, and the bell became a conditioned stimulus that could
elicit the conditioned response of salivation. Pavlov's groundbreaking work
demonstrated the process of associative learning, where a neutral stimulus becomes
paired with a naturally occurring stimulus, leading to the formation of a new
behavioral response.
Key Concept:
Classical conditioning involves the formation of an association between a neutral
stimulus and an unconditioned stimulus that naturally elicits a response. The neutral
stimulus becomes a conditioned stimulus that can now elicit the same response as the
unconditioned stimulus
Key Components:
1. Unconditioned Stimulus (US):
A stimulus that naturally triggers a response without prior learning.
- Example: In Pavlov's experiment, the food served to the dogs was the
unconditioned stimulus.
1. Unconditioned Response (UR):

The natural response elicited by the unconditioned stimulus.
- Example: The dogs' salivation in response to the food was the unconditioned
response.
2. Conditioned Stimulus (CS):

Initially a neutral stimulus that, after being paired with the unconditioned stimulus,
triggers a conditioned response.
- Example: The bell in Pavlov's experiment started as a neutral stimulus but
became the conditioned stimulus after being paired with the food.
3. Conditioned Response (CR):

The learned response elicited by the conditioned stimulus.
- Example: Salivation in response to the bell alone became the conditioned
response in Pavlov's dogs.
Process:
1. Acquisition: The initial stage of learning where the association between the neutral
stimulus and the unconditioned stimulus occurs.
- Consistent pairing of the neutral stimulus (bell) with the unconditioned stimulus
(food) leads to the formation of this association.
2. Extinction: The weakening and eventual disappearance of the conditioned

response when the conditioned stimulus is presented without the unconditioned
stimulus.
- If the bell is repeatedly presented without food, the dogs would eventually stop
salivating in response to the bell.
3. Spontaneous Recovery: The reappearance of a previously extinguished

conditioned response after a period of rest.
- Even after extinction, if the conditioned stimulus is presented again after some
time, a weak version of the conditioned response may reappear.
4. Generalization: The tendency to respond to stimuli that are similar to the

conditioned stimulus.
- If a dog was conditioned to salivate to a specific tone, it might also salivate to
similar tones.
5. Discrimination: The ability to distinguish between a conditioned stimulus and

other irrelevant stimuli.
- Training a dog to respond only to a specific tone while ignoring others
demonstrates discrimination.
Applications:
Classical conditioning principles are widely used in various fields, including
psychology, education, marketing, and therapy.
- For example, advertisers often pair their products with pleasant stimuli to evoke
positive emotions and create associations between their brand and desirable outcomes.
Examples
Advertising: Associating a catchy jingle (conditioned stimulus) with a product
(unconditioned stimulus) to evoke positive feelings (conditioned response) towards
the product.
Food Cravings: Feeling hungry (unconditioned response) when passing by a

particular restaurant (conditioned stimulus) where you've previously enjoyed a meal.
Fear Response: Feeling anxious (conditioned response) when hearing thunder

(conditioned stimulus) due to previous associations with a loud noise (unconditioned
stimulus).
Phobias: Developing a fear of spiders (conditioned stimulus) after a negative

encounter (unconditioned stimulus) with one.
Operant Conditioning:
Operant conditioning is a type of learning in which behavior is strengthened or
weakened by consequences that follow it.
B.F. Skinner's Experiments:
American psychologist B.F. Skinner conducted extensive research on operant
conditioning in the mid-20th century. Skinner observed that the frequency of a
behavior is influenced by the consequences that follow it. Through his experiments,
Skinner demonstrated the principles of reinforcement and punishment, where desired
behaviors are strengthened, and undesired behaviors are weakened. Skinner used a
device called the "Skinner box" to study how the consequences of an animal's
behavior, such as the delivery of a food reward or the application of an aversive
stimulus, affected the likelihood of that behavior occurring again. Skinner's work
provided valuable insights into how the environment and the consequences of actions
can shape and modify human and animal behavior, leading to the development of
effective behavior modification techniques.
Key Concept:
Operant conditioning is a type of associative learning where the consequences of a
behavior (reinforcement or punishment) influence the likelihood of that behavior
occurring again. Positive reinforcement increases the probability of a behavior, while
negative reinforcement and punishment decrease the probability of a behavior
Key Components:
1. Operant Behavior: Behavior that operates on the environment, producing
consequences.
- Example: Pressing a lever, speaking a word, or raising a hand are all operant
behaviors.
2. Reinforcement: Any event that strengthens or increases the likelihood of a

behavior. Positive reinforcement adds a desirable stimulus, while negative
reinforcement removes an aversive stimulus.
- Example: Giving a treat to a dog for sitting (positive reinforcement) or stopping a
loud noise when a seat belt is fastened (negative reinforcement).
3. Punishment: Any event that weakens or decreases the likelihood of a behavior.

Positive punishment adds an aversive stimulus, while negative punishment removes a
desirable stimulus.
- Example: Scolding a child for misbehaving (positive punishment) or taking away
a toy as a consequence of misbehavior (negative punishment).
Processes:
1. Acquisition: The initial stage of learning where a behavior is first strengthened
through reinforcement.
- Example: A rat learning to press a lever to receive food.
2. Extinction: The weakening and eventual disappearance of a learned behavior when

it is no longer reinforced.
- Example: If a rat stops receiving food after pressing a lever, it may eventually
stop pressing the lever altogether.
3. Spontaneous Recovery: The reappearance of an extinguished behavior after a

period of rest.
- Example: After a break, the rat may start pressing the lever again, albeit with
decreased intensity.
4. Discrimination: The ability to respond differently to various stimuli that signal

whether a behavior will be reinforced.
- Example: A rat may learn to press a particular lever for food but not another lever
that does not lead to reinforcement.
5. Generalization: The tendency to respond in similar ways to similar stimuli.

- Example: A dog trained to sit for a treat from one person may generalize the
behavior to sitting for treats from other people.
Applications:
Operant conditioning principles are applied in various fields, including education,
parenting, animal training, and therapy.
- Examples include behavior modification programs, token economies in classrooms,
and shaping desired behaviors in animals.
Examples
Parenting: Giving praise (positive reinforcement) to a child for completing their
homework on time (desired behavior), increasing the likelihood of them doing it
again.
Training Pets: Providing a treat (positive reinforcement) to a dog for sitting on

command (desired behavior), reinforcing the behavior.
Workplace Incentives: Receiving a bonus (positive reinforcement) for achieving

sales targets (desired behavior), motivating employees to work harder.
Traffic Tickets: Getting fined (positive punishment) for speeding (undesired

behavior), reducing the likelihood of speeding in the future.

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Introduction to Thorndike’s Laws of Learning

 Edward Thorndike (1874–1949) was a pioneer in educational psychology.

2. Thorndike’s Major Laws of Learning

 Definition: Learning is most effective when the learner is mentally and

o A learner performs better when they are prepared to respond.

 Example: A student is ready to learn multiplication only after mastering

 Definition: Repetition strengthens learning, while lack of practice weakens it.

o The more a response is practiced, the stronger the connection between

 Example: Regular practice of vocabulary strengthens a student’s language

 Definition: Behaviors followed by satisfying consequences are more likely to

o Rewards reinforce learning.

3. Secondary Laws of Learning

o Early experiences or lessons are more firmly established in memory.

 Definition: The most recently learned material is remembered better.

o This emphasizes the importance of review and immediate

o Intense or emotionally charged lessons create lasting impressions.

 Example: A hands-on science experiment is remembered better than a lecture.

 Definition: Learning is more effective when the learner is given freedom of

 Example: Allowing students to choose their project topics fosters deeper

Ivan Pavlov's Experiments:

1. Unconditioned Response (UR):

2. Conditioned Stimulus (CS):

3. Conditioned Response (CR):

2. Extinction: The weakening and eventual disappearance of the conditioned

3. Spontaneous Recovery: The reappearance of a previously extinguished

4. Generalization: The tendency to respond to stimuli that are similar to the

5. Discrimination: The ability to distinguish between a conditioned stimulus and

Food Cravings: Feeling hungry (unconditioned response) when passing by a

Fear Response: Feeling anxious (conditioned response) when hearing thunder

Phobias: Developing a fear of spiders (conditioned stimulus) after a negative

2. Reinforcement: Any event that strengthens or increases the likelihood of a

3. Punishment: Any event that weakens or decreases the likelihood of a behavior.

2. Extinction: The weakening and eventual disappearance of a learned behavior when

3. Spontaneous Recovery: The reappearance of an extinguished behavior after a

4. Discrimination: The ability to respond differently to various stimuli that signal

5. Generalization: The tendency to respond in similar ways to similar stimuli.

Training Pets: Providing a treat (positive reinforcement) to a dog for sitting on

Workplace Incentives: Receiving a bonus (positive reinforcement) for achieving

Traffic Tickets: Getting fined (positive punishment) for speeding (undesired

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