Hull developed a version of behaviorism in which the stimulus (S) affects the organism (O) and the resulting response (R) depends upon characteristics of both O and S. In other words, Hull was interested in studying intervening variables that affected behavior such as initial drive, incentives, inhibitors, and prior training (habit strength). Like other forms of behavior theory, reinforcement is the primary factor that determines learning. However, in Hull’s theory, drive reduction or need satisfaction plays a much more important role in behavior than in other frameworks (i.e., connectionism, operant conditioning). Show
Hull’s theoretical framework consisted of many postulates stated in mathematical form; They include: (1) organisms possess a hierarchy of needs which are aroused under conditions of stimulation and drive, (2) habit strength increases with activities that are associated with primary or secondary reinforcement, (3) habit strength aroused by a stimulus other than the one originally conditioned depends upon the closeness of the second stimulus in terms of discrimination thresholds, (4) stimuli associated with the cessation of a response become conditioned inhibitors, (5) the more the effective reaction potential exceeds the reaction theshold, the shorter the latency of response. As these postulates indicate, Hull proposed many types of variables that accounted for generalization, motivation, and variability (oscillation) in learning. One of the most important concepts in Hull’s theory was the habit strength hierarchy: for a given stimulus, an organism can respond in a number of ways. The likelihood of a specific response has a probability which can be changed by reward and is affected by various other variables (e.g. inhibition). In some respects, habit strength hierarchies resemble components of cognitive theories such as schema and production systems . ApplicationHull’s theory is meant to be a general theory of learning. Most of the research underlying the theory was done with animals, except for Hull et al. (1940) which focused on verbal learning. Miller & Dollard (1941) represents an attempt to apply the theory to a broader range of learning phenomena. As an interesting aside, Hull began his career researching hypnosis – an area that landed him in some controversy at Yale (Hull, 1933). ExampleHere is an example described by Miller & Dollard (1941): A six year old girl who is hungry and wants candy is told that there is candy hidden under 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 is 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 exhibited 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. Corrections? Updates? Omissions? Let us know if you have suggestions to improve this article (requires login). Feedback Type Your Feedback Submit FeedbackThank you for your feedback Our editors will review what you’ve submitted and determine whether to revise the article. Join Britannica's Publishing Partner Program and our community of experts to gain a global audience for your work!External Websites Share Share Share to social media Facebook Twitter URL https://www.britannica.com/science/drive-reduction-theorypsychologist Clark Hull proposed a drive-reduction theory of learning. In its simplest form, the theory claimed that no learning occurred unless a drive produced tension and impelled the organism into activity to procure a reward that would reduce the drive and satisfy its related physiological need. Later research suggests, however,… Why are people motivated to do what they do? One early premise, the drive reduction theory, attempts to explain some of the basics. Picture this: You’re working remotely on your laptop when, on autopilot, you go to your kitchen, grab a glass, and fill it up with water. No one needed to tell you to do it. You don’t remember being consciously aware of the thought to get up and get hydrated. Yet, here you are, standing at the sink. What caused this behavior? Put forward by U.S. psychologist Clark Hull in the 1940s, drive reduction theory or drive theory of motivation was conceptualized as a way to explain human learning and motivation. It draws inspiration from Charles Darwin and Ivan Pavlov’s research on conditioning, among other notable names in psychology. Drive reduction theory centers around the idea of homeostasis. That is, humans are drawn to behaviors that can help them achieve physical and mental equilibrium. The core premise is that motivation comes from your biological needs. While this theory was popular in the 1940s and 1950s, it’s no longer considered a viable explanation for human behavior. What is drive, and how is it related?The term “drive” refers to the tension or discomfort you experience when your biological needs kick into high gear, like a mental itch that needs to be scratched. In the table below, the middle column represents the drive that compels you to take action. The first column is the equilibrium you reach with the action shown in the third column. HomeostasisBiological driveReduction behaviorSatiatedHungryGrabbing an appleHydratedThirstyDrinking a glass of waterBalanced temperatureFeeling coldPutting on a jacketNeutralitySexual arousalHaving sex or masturbating Hull suggested that if the reduction behavior — like eating, drinking, or having sex — brings you back to a state of homeostasis, you’re more likely to repeat that behavior again. This is a form of positive reinforcement (more on that in a bit). Hull’s math formulaHull used a math formula, called the mathematical deductive theory of behavior, to try to predict human behavior: sER = V x D x K x J x sHR – sIr – Ir – sOr – sLr Got that? OK, so here’s what it means:
A simpler equationHull was criticized by other psychologists for having an overly complex formula. If the original seems too confusing, consider drive reduction theory in just two parts:
What is behaviorism?Hull was a behaviorist, a popular approach to understanding motivation. Put simply, behaviorism (also known as behavioral psychology) says that you learn by interacting with your environment. The key concepts include: ArousalYour arousal about life is part of what motivates you to act. As your arousal levels change, you naturally take steps to get back to your “optimal” level, whatever that is. If your arousal level is low, for example, you may book a ticket to a bucket list destination to find adventure and stimulate your senses. On the other hand, if your arousal level is high, you may try to carve out some alone time and catch up on a good book. HomeostasisHomeostasis is when any organism regulates its internal environment, like body temperature, hydration levels, and blood sugar level. In psychology, homeostasis can also refer to keeping your mental state balanced. Conditioning and reinforcementConditioning means learning about the world through reinforcement, for better or for worse. For example, studying to get an A on a test (positive) or getting bitten by a dog (negative). Positive reinforcement centers around two groups of drives:
ControversySince the 1950s, newer research has pointed out a number of flaws within the drive reduction theory, which is why it’s all but ignored today. Some critics said that, if humans are wired for homeostasis, it doesn’t explain why people participate in risk-taking behaviors, like bungee-jumping or scuba diving. Along a similar vein, if humans are only motivated by biological needs, then it doesn’t explain why people sometimes behave outside of those parameters, like when you grab a bag of chips even though you aren’t hungry. And what about how people are motivated by money, a secondary drive? If drive reduction theory states that we’re only wired to reduce primary drives (thirst, hunger, sex), then it doesn’t explain why we’ll work harder for better pay. Alternative theoriesDespite criticism, Hull’s work helped spark other theories of learning and motivation. In 1956, for example, one study found that incentives had a similar effect as drive reduction, which paved the way for the incentive theory. This states that, sometimes, you are motivated to do things because of rewards. Then there’s psychologist Abraham Maslow, who presented his hierarchy of needs as an alternative to drive reduction theory — and it’s still in use today. It helped form our understanding of humanistic theory, which suggests that some of what we do is for cognitive reasons. Though Hull’s work may have been called untenable (it can’t be supported), it certainly inspired other experts to keep digging and made valuable contributions in this regard. Let’s recapDrive reduction theory attempted to offer a simple explanation for why we grab food when we’re hungry, or water when we’re thirsty. However, we now know that human beings are far more complicated. It’s no longer a popular theory because it can’t account for why we engage in complex behaviors when there’s no biological necessity for, among other reasons. Still, drive reduction theory led to a number of alternatives that formed a deeper understanding of human behavior, learning, and motivation. Who created drive reduction theory?psychologist Clark Hull proposed a drive-reduction theory of learning. In its simplest form, the theory claimed that no learning occurred unless a drive produced tension and impelled the organism into activity to procure a reward that would reduce the drive and satisfy its related physiological need.
What is drive reduction theory?Drive reduction theory is a major behavioralist theory of learning. It posits that organisms are motivated to reduce drives to maintain homeostasis. Here, a drive is any internal state that motivates an organism to satisfy a need.
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