Clark L.Hull의 演譯的 行動接近과 習慣族位階 形成에 關한 硏究 = The Study on C.L. Hull's Deductive Behavior Approach and Habit Family Hierarchy
저자
발행기관
학술지명
권호사항
발행연도
1974
작성언어
Korean
KDC
370.000
자료형태
학술저널
수록면
31-72(42쪽)
제공처
소장기관
Clark L. Hull occupies a distinguished position in the contemporary Psychological theory. Noone else, perhaps with the exception of kurt Lewin, was so keenly devoted to the problems of scientiffic methodology. Few psychologists have had such a mastery of mathematics and formal logic as Hull had. Hull applied the language of mathematics to psychological theory in a manner used by no other psychologists. Whatever exists, Hull believed, exists in a certain quantity; whatever relationships have to be discovered by science, they have to be presented by mathematical equations. Hull discerned four research methods by science, they have to be presented by mathematical equation. Hull discerned four research methods, which deserves our educators' utomost concerns, leading to the discovery of scientific truth.
① The first method is simple, unplanned observation. ② The second is systematic, planned observation. ③ The third is the experimental testing of some specific and mutually nonrelated hypotheses. ④ The hypotheses come from Clark L. Hull occupies a distinguished position in the contemporary Psychological theory. Noone else, perhaps with the exception of kurt Lewin, was so keenly devoted to the problems of scientific methodology. Few psychologists have had such a mastery of mathematics and formal logic as Hull had. Hull applied the language of mathematics to psychological theory in a manner used by no other psychologists. Whatever exists, Hull believed, exists in a certain quantity; whatever relationships have to be discovered by science, they have to be presented by mathematical equations. Hull discerned four research methods by science, they have to be presented by mathematical equation. Hull discerned four research methods, which deserves our educators' utmost concerns, leading to the discovery of scientific truth.
① The first method is simple, unplanned observation. ② The second is systematic, planned observation. ③ The third is the experimental testing of some specific and mutually nonrelated hypotheses. ④ The hypotheses come from intuition or observation and are scrutinized by a carefully planned experimentation. Hull believed that the most fruitful one was the fourth method. Detailed for our reference, the hypothetice-deductive method is a three-step method of research that applies a rigorous deduction from a priori set principles. A system of definitions has to be introduced. Then a series of
highly conceptualized postulates (tentatively stated laws) is proposed. From these definitions and postulates a series of detailed theorems is rigorously deduced.
The totality of definitions, postulates, and theorems form a systematic and integrated theory. The advantage offered by a deductive method was apparent to Hull.
As modern science gains its ground throughout all of spheres the life, mathematical and formal logical statements have unlimited generality. If psychology, in accordance with the behavioristic view, intends to become an objective science patterned after other natural science, the deductive-mathematical method seems to be the most appropriate one. Hull, kept his promise of transcendent truth(perceptible evidence). He was influenced by the moderate wing of logical positivism (David Hume's view on induction
and causation and importance of logical analysis0 and by conventionalism (French
mathematician and philosopher H. Poincar'e suggested that any system of postulates can be proposed, but it should be modified according to the results of empirical testing). During the period 1929-1953, research in the field of learning was heavily dominated by a long series of theoretical and experimental studies that in their wholeness involve the best example of the afore mentioned hypothetico-deductive system-making in psychology to appear during the first half of the century.
Over a quater of a century, Hull developed several theories which varied in scope and addressed themselves to several different forms of learning.
All his life Hull was modifying his learning theory in an effort to keep it in accord with the experimental evidence. He was stating hypothetical postulates and putting them to an experimental procedures, which were to prove or to disprove or to adjust his hypotheses in accordance with the observational evidence. As soon as the quantitative data obtained in experimentation became available, he transformed his postulated into quantitative statements.
These statements quantified his theory construction. Of course, on this point Hull is open to criticism (not giving the particulars of such contention). His system is a behaviorism, and as such falls into the family of theories which also includes those of Watson, Guthrie. and Skinner. He formulated an objective quantitative theory of Neo-Behaviorism which is designated ds Deductive Behaviorism. Hull's theory is an S-R theory and consists of a chain of intervening variables bridging a logical gap from stimulus to response. To sum up, it will be convenient to consider the theory as consisting of five major clusters of variables, in order: habit formation, generalization and stimulus compounding, motivation(later Hull motivation theory will be argued), inhibition., and response evocation.
Like Watson, Hull stressed conditioning as the basic learning process. His theoretical model was a Newtonian mechanism. He developed an intricate system of definitions, postulates, and theorems to bridge the gap from simple conditioning to more complex forms of learning. For example, in presenting his theory of learning, Hull stated, "Whenever a reaction(R) takes place in temporal contiguity with an afferent receptor impulse(S)resulting from the impact upon a receptor of a stimulus energy(S), and this conjunctions followed closely by the diminution in a need (and the associated diminution in the drive, D, and in the drive receptor discharge, ??), there will result and increment △(S→R), in the tendency for that stimulus on subsequent occasions to evoke that reaction within Hullian reinforcement, the stimulus and the response are not simultaneous; the stimulus precedes the response. Furthermore, learning does not take place with a single trial; it is stamped in through a process of repeated need or drive
stimulus reduction. Thus, he thought of learning in terms of receptor-effector
connections and of reinforcement in terms of need or drive stimulus reduction. He thought that learning occurs through biological adaptation of and organism to its environment in a way to promote survival. According to Hull, behavior involves an interaction between stimuli in the environment and the response which the organism makes to these stimuli through the medium of the nervous system in accordance with molar or macrocosmic or coarse grained behavioristic approach. (The molar approach deals with the organism as a whole, the molecular with the detailed, fine and exact elements of action of the nervous system. Molar is opposed to molecular; the latter would presumably deal with the action of the ultimate nerve cell, the protoplasmic molecules making up the neuron or the atoms constituting the molecule, or even the electrons, protons, neutrons, etc., constituting the atom). This interaction, which constitutes learning, involves fundamentally the biological adaptation of the organism to its environment.
Influenced by Darwin's theory of survival, Hull maintained that it was necessary to think of the organism in a setting of organic evolution in which certain optimal conditions were essential for survival. Biological adaptation facilitiates survival. When, however, the conditions necessary for survival are less than optimal, a state of need arises within the individual. The function of behavior is to satisfy needs.
A state of need operates upon an event or state designated as drive which is a state of lack-food privation, water privation, therm deviation from the optimum, tissue injury, the action of sex hormones in the organism that arouses activity and demands satisfaction or reducing, which serves the promotion of optimal conditions for survival.
Under the pressure of needs and drives the organism undertakes adaptive actions. Thus drive is the motivating factor which stimulates to activity and impell the individual to make a response. Since drives bring out responses, they constitute the dynamics of behavior and thus are the bases for all behavior. The resulting action is goal-directed, the goal being the reduction of the drive, and the pattern of actions responses which lead to reduction of need become predominant or reinforced apparently, this is exactly what Thorndike had in mind with "stamping in" in the law effect. (Hull adopted Thorndike's law of effect, whereas Watson rejected it). This reduction of drive must occur in order that learning takes place.
The central principle in Hull's theory is reinforcement, which refers to "any set of conditions which when appropriately employed, favors learning". It has the effect of reducing need; that is, it involves the strengthening of the process of interaction between stimuli and responses. Reinforcement is the key principle in learning since " learning takes place only when the action that is performed is reinforce or rewarded." whether or not a response will be repeated depends upon whether or not it has been rewarded.
A stimulus which leads to a need-reducing action may become associated with another, originally neutral, stimulus. This is conditioning as described by Pavlov. Put in another words, Hull believes that no conditioning will take place unless there is need reduction. Reinforcement is need reducing, and conditioning takes place only when there is reinforcement. In Hull's frame of reference, "the conditioned reaction is a special case of law of effect." In Hull's theory a distinction has been made between primary and secondary reinforcement. Primary reinforcement refers to the reduction of the basic needs of the organism. Secondary reinforcement refers to stimuli originally neutral but which closely and consistently associated with the reduction of a primary need or satisfaction of a drive tends to acquire reinforcing properties in its own right. Hull also
considered that reinforcement constitutes the primary condition for habit formation, acquisition, and development which is the central factor in learning. Through such higher-order conditioning many things and actions come to have value and can serve as reinforcers. Higher-order conditioning is conditioning based up on previous conditioning (originally neutral stimuli become closely associated with primary reinforcing stimuli and thereby become effective in reducing need and neutral stimuli acquire the power of acting as reinforcing agents.) Hull employed the term habit strength to refer to "how firmly a particular stimulus-response relationship has been established." Habit is the
result of the occurrence of stimulus, response, and reinforcement in close temporal conjunction. Reinforcement brings about an increase in habit strength, and learning occurs when habit grows. Habit strength is determined by the frequency with which a certain response has been rewarded or followed by a reward.
In summary, one feels that probably Hull's contribution to psychological theory was much greater than Hull's own theory could be. Psychologists may accept or reject this or that part of Hull's theory or even reject it entirely. Yet there is a deep feeling of respect and admiration for the house that Hull built. His theory is entrenched with numerous and ingenious experimeds conducted in most rigorous manner by himself and his brilliant friends, followers, and disciples, among them J.S. Brown, J. Dollard, C. I.
Hovland, G. E. Kimble, N. E. Miller, H. O. Mowrer, K. W. spence, H. G. Yamaguchi (to mention only a few), and some of them assumed themselves a leading position in the contemporary theory of learning. Hull's way of reasoning is impeccable, his explanations are lucid, and his constant double-check of theory against empirical evidence invites emuluation, some questions still remain open, among them the question of the generality of his statements and of the general validity of his quantifcations and the most general problem of whether psychology should be studied in the manner in which Hull studied it.
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