Tuesday, May 19, 2015

TEORI PEMBELAJARAN CLARK HULL


1.                  Biography

Clark Leonard Hull (May 24, 1884 –May 10, 1952)
He was an influential American psychologist and learning theorist in behaviorism. He tought to explain learning and motivation by scientific  laws of behavior. Clark Hull's most important  contribution to psychology lies in his theory of  learning, considered one of the most important  learning  and motivation theories of the twentieth century . Clark aspired to be a great engineer, but that was before  he fell in love with the field of Psychology .

2.                  Drive Reduction  Theory ( Behaviorism )
This theory states that organism , especially humans , learn to perform Behavior  that have the effect of reducing their biological drives. A “drive” is a state of arousal or tension triggered by a person’s physiological or biological needs. These needs include hunger, thirst, need for warmth, etc. In this theory, Hull stated that drives give rise to an individual’s motivation. Furthermore, Hull explained that an individual is in a state of need when his survival is threatened. When a person’s drive emerges, he will be in an unpleasant state of tension and the person will behave in such a way that this tension is reduced. To reduce the tension, he will begin seeking out ways to satisfy his biological needs. For instance, you will look for water to drink if you are thirsty. You will seek for food if you are hungry.


According to the theory, any behaviour that reduces the drives will be repeated by humans and animals. This is because the reduction of the drive serves as a positive reinforcement (i.e. a reward) for the behaviour that caused such drive reduction. Hull’s drive reduction theory is based  upon his mathematical formulation  Known as: Hull’s law  The equation reads as follows :
                                                            E = H x D
E = Energy or Response Potential: The energy for performing the behavior, 
which is directly related to the probability  of the behavior being completed
H = Habit : The strength of particular stimulus- response association
D = Drive : The strength of biologically – based homeostatic need
            Hull in later years decide to rename his drive reduction theory to be called Drive stimulus reduction theory , to emphasize the reduction or complete Removal of stimuli elements from the drive that occurs upon the organism  Completing a correct response sought after on the part of the experimenter .Hull believed that human behavior is a result of the constant interaction between the organism and its environment. The environment provides the stimuli and the organism responds .
            According to theory this case described by Miller & Dollard (1941), a six year old girl who is hungry and wants candy is told that there is candy hidden fewer than one of the books in a bookcase. The girl begins to pull out books in a random manner until she finally finds the correct book (210 seconds). She sent out of the room and a new piece of candy is hidden under the same book. In her next search, she is much more directed and finds the candy in 86 seconds. By the ninth repetition of this experiment, the girl finds the candy immediately (2 seconds).

             The girl presents a drive for the candy and looking under books represented her responses to reduce this drive. When she eventually found the correct book, this particular response was rewarded, forming a habit. On subsequent trials, the strength of this habit was increased until it became a single stimulus-response connection in this setting.
            Hull's learning theory focuses mainly on the principle of reinforcement when an S-R relationship is followed by a reduction of the need, the probability increases that in future similar situations the same stimulus will create the same prior response. Reinforcement can be defined in terms of reduction of a primary need. The Logical deductive theory is a reference to how Clark Hull developed his learning theory (drive reduction theory). According to Watson, the organism is empty and brain physiology merely connects stimulus with response.      
          
Watson’s rejection of unobservable events inside the organism (body and brain) was unscientific, hull believed. Hull proposed that since we cannot observe the mediating events inside the organism, it does not mean that they do not exist.

Hunger can be defined as feeling of emptiness or the sensation of “pangs” in the stomach. An operational definition of hunger is, number of hours of food deprivation. This definition of hunger is quantifiable. Operationally defined mediating events, like hunger are intervening variables that reside in the organism and are caused by factors like food deprivation, thus they can effect behavioral change like learning.




Later Hull totally agrees with Watson in stating that these intervening variables are not mind or mental events. Thus (mental) feeling of “hungriness” was not important to Hull, but hunger as food deprivation was, because it could be measured and tested to explain behavior, after that defined ( neobehaviorism )
a.                  Intervening Variable ( Behaviorism)
In Clark Leonard hull’s drive reduction theory, the intervening variable is anything that can come between a stimulus and response or anything that can inhibit a response. The variable could be an external event, an inhibiting factor in test environment, or physical factor with the organism, such as boredom or fatigue.

b.                  Hull Theory in Education
Drive                           :  The Learner Must Want Something
Cue                             :  The learner must  attend to something
Response                     : The learner must do something
Reinforcement           : The learner’s response must  get him/her something
                                        That he or she wants.



c.                Principles:
1.      Drive is essential in order for responses to occur (i.e., the student must want to learn).
2.      Stimuli and responses must be detected by the organism in order for conditioning to occur ( i.e., the student must be attentive).
3.      Response must be made in order for conditioning to occur (i.e., the student must be active).
4.      Conditioning only occurs if the reinforcement satisfied a need (i.e, the learning must satisfy the learner's wants).
        Hull formulated 16 (1943) postulates (18 postulates, 1951) and many theorems to explain his learning theory.


Reference
            David C. Leonard, (2002)  Learning theories, A to Z , Greenwood Publishing Group
            Jon E Roeckelein, (1996) Dictionary of Theories, Laws, and Concepts in Psychology,Greenwood Publishing Group
Morgan,Ponticell,Gordon, (1998) “Enhancing Learning In Training And Adult Education”, Praeger Publisher.
            Hergenhahn, Olson, (1997) An Introduction To Theories Of Learning (Fifth Edition)”, A&A Publishing Services.


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