The All-or-None Learning Hypothesis (AONLH) proposes that learning is not a gradual process, but occurs in discrete steps. This hypothesis suggests that during learning, once a certain threshold is reached, an entire behavior is either acquired or not. This hypothesis was first proposed by American psychologist Edward Thorndike in the early 1900s and has since been studied across a variety of domains, including cognitive and motor learning (Burgess, 1954; Magill, 2016; Proctor & Capaldi, 2014).
The AONLH is based on the idea that learning consists of a series of leaps or steps. In order for learning to occur, a learner must first acquire a certain amount of information. Once a critical threshold is reached, the entire behavior is acquired in a single step, as if a switch has been flipped. This is referred to as an “all-or-none” learning event.
The AONLH has implications for how learning is viewed and studied in a variety of contexts. For example, in cognitive learning, the AONLH suggests that a certain level of mastery must be achieved before a concept can be understood and applied. In motor learning, the AONLH suggests that a certain level of skill is necessary to complete a task, and that further refinement of the skill is not necessary for successful performance.
The AONLH has been studied extensively in both animals and humans. In animal studies, researchers have found that some behaviors, such as operant conditioning, can be acquired in a single step. In humans, research has shown that tasks such as memorization and recall can be acquired in a single step. Additionally, motor learning research has found that once a certain level of performance is achieved, further improvement is no longer necessary for successful performance.
Overall, the All-or-None Learning Hypothesis provides an important perspective on how learning occurs. It suggests that learning is not a gradual process, but a series of discrete steps. This hypothesis has been studied extensively in both animals and humans, and has implications for how learning is viewed and studied in a variety of contexts.
References
Burgess, R. (1954). The concept of all-or-none learning. Psychological Review, 61(6), 391–401.
Magill, R.A. (2016). Motor learning and control: Concepts and applications (10th ed.). New York, NY: McGraw-Hill Education.
Proctor, R.W., & Capaldi, E.J. (2014). Cognitive psychology: Applying the science of the mind. Belmont, CA: Wadsworth Cengage Learning.