learning_theories:drive_reduction_theory
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learning_theories:drive_reduction_theory [2013/09/30 15:15] jpetrovic [Read more] |
learning_theories:drive_reduction_theory [2023/06/19 16:03] (current) |
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| ===== General ===== | ===== General ===== | ||
| - | Drive reduction theory was introduced in 1930s by an eminent American psychologist [[http://www.newworldencyclopedia.org/entry/Clark_L._Hull|Clark Hull]], whose works were **influenced by other behaviorists** like [[http://www.ivanpavlov.com/|Ivan Pavlov]], [[http://www.muskingum.edu/~psych/psycweb/history/thorndike.htm|Edward Thorndike]] and [[http://www.muskingum.edu/~psych/psycweb/history/tolman.htm|Edward Tolman]], but also by [[http://hr.wikipedia.org/wiki/Charles_Darwin|Charles Darwin]]'s theory of evolution.(([[http://www.lifecircles-inc.com/Learningtheories/behaviorism/clarkhull.html|Cooper, S. Clark Hull Drive Reduction Theory. Theories of Learning in Educational Psychology.]])) Hull's theory was at the time very influential. As a general learning theory it tried to explain **all behavior** and the likelihood of its appearance mathematically using a **set of formula**. Another area of Hull's interest was hypnosis research. He conducted a number of laboratory experiments in which he finally showed that hypnosis and sleep are two completely separate states.(([[http://books.google.hr/books?id=6eK_bwAACAAJ|Hull, Clark H. Hypnosis and Suggestibility: An Experimental Approach. Carmarthen, Wales: Crown House Publishing. 1933.]])) | + | Drive reduction theory was introduced in 1930s by an eminent American psychologist [[http://www.newworldencyclopedia.org/entry/Clark_L._Hull|Clark Hull]], whose works were **influenced by other behaviorists** like [[http://www.ivanpavlov.com/|Ivan Pavlov]], [[http://www.muskingum.edu/~psych/psycweb/history/thorndike.htm|Edward Thorndike]] and [[http://www.muskingum.edu/~psych/psycweb/history/tolman.htm|Edward Tolman]], but also by [[http://hr.wikipedia.org/wiki/Charles_Darwin|Charles Darwin]]'s theory of evolution.(([[http://www.lifecircles-inc.com/Learningtheories/behaviorism/clarkhull.html|Cooper, S. Clark Hull Drive Reduction Theory. Theories of Learning in Educational Psychology.]])) Hull's theory was at the time very influential. As a general learning theory it tried to explain **all behavior** and the likelihood of its appearance mathematically using a **set of formula**. Another area of Hull's interest was hypnosis research. He conducted a number of laboratory experiments in which he finally showed that hypnosis and sleep are two completely separate states.(([[http://www.tandfonline.com/doi/abs/10.1080/00029157.2004.10403608|Hull, Clark H. Hypnosis and Suggestibility: An Experimental Approach. Carmarthen, Wales: Crown House Publishing. 1933.]])) |
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| Hull's theory was mostly orientated on S-R relationship and reinforcement. If a S-R relationship is followed by a reduction of the drive, the probability of same prior response on similar situations in the future increases. S-R relationship (**//habit strength//**) becomes stronger through the number of **reinforcements**. Biological needs were according to Hull //primary drives//, but he also believed there are //secondary drives// (learned drives), which refer to situations associated with reduction of primary drives. That means a neutral stimulus can have primary drive characteristics, because it is capable of eliciting responses similar to those caused by primary drive. | Hull's theory was mostly orientated on S-R relationship and reinforcement. If a S-R relationship is followed by a reduction of the drive, the probability of same prior response on similar situations in the future increases. S-R relationship (**//habit strength//**) becomes stronger through the number of **reinforcements**. Biological needs were according to Hull //primary drives//, but he also believed there are //secondary drives// (learned drives), which refer to situations associated with reduction of primary drives. That means a neutral stimulus can have primary drive characteristics, because it is capable of eliciting responses similar to those caused by primary drive. | ||
| - | In order to offer a full, scientific explanation of learning, Hull developed a **formula**((Formula was retrieved from [[http://fates.cns.muskingum.edu/~psych/psycweb/history/hull.htm|Schrock, J. Psychology History: Clark Hull]], but different forms of the formula appear in defferent sources like [[http://webspace.ship.edu/cgboer/beh.html|Boeree, G. Behaviorism]] or [[http://www.psywww.com/intropsych/ch09_motivation/hulls_theory.html|Dewey, R. Hull's Theory.]])) in which he tried to mathematically explain and **predict a likelihood of behavior**. This formula measures **habit strength** defined as the strength of the S-R bond. This bond represents learning. Hull's equation claims: | + | In order to offer a full, scientific explanation of learning, Hull developed a **formula**((Formula was retrieved from [[http://fates.cns.muskingum.edu/~psych/psycweb/history/hull.htm|Schrock, J. Psychology History: Clark Hull]] (link obsolete), but different forms of the formula appear in defferent sources like [[http://webspace.ship.edu/cgboer/beh.html|Boeree, G. Behaviorism]] or [[http://www.psywww.com/intropsych/ch09_motivation/hulls_theory.html|Dewey, R. Hull's Theory.]])) in which he tried to mathematically explain and **predict a likelihood of behavior**. This formula measures **habit strength** defined as the strength of the S-R bond. This bond represents learning. Hull's equation claims: |
| sEr = (sHr x D x K x V) - (sIr + Ir) ± sOr | sEr = (sHr x D x K x V) - (sIr + Ir) ± sOr | ||
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| * sHr - reinforced trainings improve the S-R connection resulting in **learning** (of a motor skill). | * sHr - reinforced trainings improve the S-R connection resulting in **learning** (of a motor skill). | ||
| - | * D - **deprivation of drive** results in **improved performance**. Experiments have shown that if two rats had the same amount of training, the one who had been deprived of food for a greater period of time would be more likely to find a solution to a maze in order to obtain food (([[http://books.google.hr/books?id=VwVKAAAAYAAJ&q=Hergenhahn,+B.+and+Olson,+M.+%22Theories+of+Learning%22&dq=Hergenhahn,+B.+and+Olson,+M.+%22Theories+of+Learning%22&hl=hr&ei=aKprTcDVBYq28QPduO3xBw&sa=X&oi=book_result&ct=result&resnum=1&ved=0CCcQ6AEwAA|Hergenhahn, B. and Olson, M. Theories of Learning, 7th edition: Pearson Eductation, 2005.]])). | + | * D - **deprivation of drive** results in **improved performance**. Experiments have shown that if two rats had the same amount of training, the one who had been deprived of food for a greater period of time would be more likely to find a solution to a maze in order to obtain food (([[http://books.google.hr/books?id=VwVKAAAAYAAJ|Hergenhahn, B. and Olson, M. Theories of Learning, 7th edition: Pearson Eductation, 2005.]])). |
| * K - **incentive motivation** refers to the size of the **prize** and directly affects motivation to achieve certain goal. This explains why athletes perform better in playoffs than during regular season play since the incentive motivation of each game has increased. | * K - **incentive motivation** refers to the size of the **prize** and directly affects motivation to achieve certain goal. This explains why athletes perform better in playoffs than during regular season play since the incentive motivation of each game has increased. | ||
| * V - **clarity** of the stimulus can **affect the performance**. If an sportsman is trying to catch the ball, blinding sunlight can affect clarity of the stimulus. | * V - **clarity** of the stimulus can **affect the performance**. If an sportsman is trying to catch the ball, blinding sunlight can affect clarity of the stimulus. | ||
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