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Thorndike seems here to state a truism not in need of scienti c elaboration, that organisms learn how to get pleasurable things and learn how to avoid painful things However, questions surround the law of effect Is reward necessary for learning Reward and punishment surely affect behavior, but must they be present for learning to occur What about a reward or punishment makes it change behavior Is it the pleasure and pain they bring, as Thorndike said, or the fact that they inform us that we have just done the right or wrong action Are associations formed gradually or all at once Thorndike laid out the core of stimulus-response learning theory It was developed by several generations of psychologists, including E R Guthrie (1886 1959) and most notably by Clark Hull (1884 1952), his collaborator Kenneth Spence (1907 1967), and their legions of students and grandstudents.

Illustrated TCP/IP by Matthew G. Naugle Wiley Computer Publishing, John Wiley & Sons, Inc. ISBN: 0471196568 Pub Date: 11/01/98

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Hull and Spence turned S-R theory into a formidably complex logico-mathematical structure capable of terrifying students, but they did not change anything essential in Thorndike s ideas Extensive debate took place on the questions listed above (and others) For example, Hull said reward was necessary for learning, that it operated by drive reduction, and that many trials were needed for an association to reach full strength Guthrie, on the other hand, said that mere contiguity between S and R was suf cient to form an association between them and that associative bonds reach full strength on a single trial These theoretical issues, plus those raised by Tolman, drove the copious research of the Golden Age of Theory (Leahey, 2000; Leahey & Harris, 2001) When S-R theorists turned to human behavior, they developed the concept of mediation (Osgood, 1956).

These include random error (from unreliability and sampling error) and residual error in the sense that part of the variable is unrelated to the factors The term uniqueness is used for all error because the random error, sampling error, and that which cannot be estimated from the factors can be considered unique to each variable In CFA models, the focus is on the commonly shared variance of the variables and factors, hence the name common factor analysis Having the uniquenesses in the equations requires assumptions to restrict the analysis suf ciently for there to be a solution These assumptions parallel those of residual-erroruniqueness in regression analysis The uniquenesses are assumed to be both Uncorrelated with each other Uncorrelated with the common factors Because nontrivial uniqueness may exist for each variable, the variance associated with the factors is reduced for each variable The variables Z scores have an original.

for example, experimental manipulations, criterion-related validity, and validity generalization to relevant and similar situations or populations All constructs in sport and exercise psychology are hypothetical constructs, and so must be validated using a construct validity approach For example, even a construct as apparently tangible as body fat is a hypothetical construct, as can be readily seen in the diverse and only partly consistent ways in which this construct is inferred The claim to a gold standard approach to inferring body fat must be based on a construct validation approach rather than on the sophistication and cost of the technical equipment High-tech measures have to be good in relation to typical standards of construct validity and in comparison to more easily obtained measures before they earn this label.

Humans, they conceded, had symbolic processes that animals lacked, and they proposed to handle them by invoking covert stimuli and responses Mediational theories were often quite complex, but the basic idea was simple A rat learning to distinguish a square-shaped stimulus from a triangular one responds only to the physical properties of each stimulus An adult human, on the other hand, will privately label each stimulus as square or triangle, and it is this mediating covert labeling response that controls the subject s observable behavior In this view, animals learned simple one-stage S-R connections, while humans learned more sophisticated S-r-s-R connections (where s and r refer to the covert responses and the stimuli they.

Illustrated TCP/IP by Matthew G. Naugle Wiley Computer Publishing, John Wiley & Sons, Inc. ISBN: 0471196568 Pub Date: 11/01/98

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