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Two Factor Theory by Hobart Mowrer
Hobart
Mowrer presented the two-factor theory in
1947. The two-factor theory merges the basics of classical and operational leanings. He described the conditions of
avoidance on the interrelation of classical and operational learning. He
explained the irrational fear that is developed when there is a relation between
neutral stimuli and feared stimulus. To overcome the flaws of the classical
learning theory and operant learning theory he proposed this two –factor
theory. The classical theory failed to
describe the sequence of prohibition and did not describe the behaviors. Certain type of behaviours may cause stress and interaction in
an individual’s life. These behaviors
also prohibit the recreational element and avoid to perform well in routine
work and role-playing. It also leads to being unable to communicate with relatives. In theory, the theorist also explained the reason for stress, the reason for not coping with it. Operant circumstances focus on the results
of behavior that will change outcome behavior with time (Angelos-Miltiadis, Effting, Kindt, & Beckers, 2015) . Operant conditions
are a result of a certain type of behavior that leads to affect the behaviors more
often. For example, if a teacher
encourages his student to talk on the relevant topic studied in the class, then
the student will be motivated to discuss any query in the class. Similarly, if we laugh on a classmate mimicry, then it is more probable
that he will again do mimicry to make the class laugh.
Hobart
Mowrer conducts trials on animals and tested their responses. Many theorists
have researched in this field, such as a professor at Harvard University named B.F.Skinner. He wrote many books and
articles on the effects of ope-rant circumstances on animals and humans. He makes experiments on rats by confining them on
a little box in which there were a small
plate and small piece of food. Skinner observed the behaviors of rats that it will first smell the piece of food and
then try to eat it and, consequently, trapped. The rat presses the lever in the box and eat the food and after many trials, the rat learned that by pressing the
lever of the box, it could approach the food. Skinner labels the contrasting
parts of the experiment as food pieces are the reinforcement; the pushing of
the lever is the ope-rant in the ope-rant state. Inner motivation is supported in
ope-rant conditions. For example, when a student studies
a book, he gets the inner motivation to
read it thoroughly. Extrinsic motivation comes from outside sources such as in monetary form or a form of reward (Robert, Graham, & Baker, 2015) .
The
conceptualization of ope-rant conditions specifies some abstract views of
disappearance state, conception, prejudice, the time frame of reinforcement,
and signals. Disappearance is a condition
in which a person lacks ope-rant behavior
due to the absence of boosting. A student
will participate in class discussion due to the recognition the teacher gave
him. He will stop participating in the
teacher and do not encourage him. Conception means the same circumstances in
which a behavior is observed. For example, if a student gets good grades or an
employee receive acknowledgement due to
his good performance, they will try to stable their grades and position by
working at the same pace. Prejudice
refers to learning ability, which cannot be generalized. The condition that can
be generalized in ope-rant state and which cannot be generalized differs in the ope-rant state. There are the collective
consequences of the behavior of the
quarry and disappearance of the same generalized pattern of behaviors. The time frame of reinforcement is
the frequency at which the reinforcement is connected with an ope-rant. A signal
is like a stimulus that is occurring in an ope-rant state and indicates that it
may cause reinforcement. In Skinner’s experiment, the rats were given the cues of a
tiny light in the trap box (Jianxian, Hong, Cheng, & Yu, 2016) .
There
remained a conflict between the researchers upon the classical states in the
growth of stress disorderliness. Some of the conflicts are that sometimes there
is a difficulty in finding the reasons for the stress disorderliness. And the second
reason for the conflict is that there may
be various factors that are causing the stress disorderliness. Despite the
conflicts, the role of classical circumstances is unavoidable. Evidence is
found to bolster up the nature of reinforcement in avoidance learning under
ope-rant conditions. The Two Factor -the theory model gives ways to many
therapies on behaviors.
The
following example can easily understand the application of two-factor theory
model in a classroom. A boy who gets punishment from his mother at home while talking
about his achievement in a school match during lunchtime will be disappointed.
He will get the feeling that no one appreciates
him and that he is not allowed to talk to others. When he had given the assignment to present in the class he was
not able to speak in front of the class and teacher because he had the feelings
of fear that he will be punished if he talks.
Though his teachers did not want to punish him, rather they want to listen to
his presentation and evaluate him according to his performance. But because the
boy had the feeling that he will be punished if he speaks, he fails to present his assignment (Gloria & Tate, 2016) . The boy developed
in himself the social phobia, and an undefined reinforcement stops him from
presenting his work in front of the teachers and his class fellows. In this example, fear is a stimulus, and his inability
to perform is avoidance ope-rant. The boy's fear can be reduced by exempting the
punishment.
Two
–factor theory is the best suitable way to explain the continuing effect of
certain phobias as it presents the idea
that conditions of fear generate phobias. Hobart Mowrer has firm believes that
his theory can be applied in the studies of social, mental behaviors in life. The theory implications can
be molded to gain different results.
Stimuli, stimulus, and the factor of avoidance in ope-rant conditions are the
basics of the theory.
Bibliography
Angelos-Miltiadis, K., Effting, M., Kindt, M., &
Beckers, T. (2015). Avoidance learning: a review of theoretical models and
recent developments. Frontiers in Behavioral Neuroscience 9, 189.
Gloria, L.-B., & Tate, W. (2016). Toward a
critical race theory of education. In Critical race theory in education,
Routledge, 10-31.
Jianxian, C., Hong, L., Cheng, L., & Yu, R.
(2016). Model Skinner Operant Conditioning automata i bionički naučeno
upravljanje robota. Tehnički vjesnik 23, no. 1 , 65-75.
Robert, L., Graham, J., & Baker, K. ( 2015). A
history of psychology: Globalization, ideas, and applications. Routledge
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