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Outline

- What is Stimulus Sampling Theory? (Stimulus-Response connections)- Could I possibly use the picture from Olson & Hergenhahn (2009)? "Stimulus sampling models have enjoyed increasingly wide application in learning theory" (Estes & Suppes, 1959).

- How Stimulus Sampling Theory applies in the classroom (Folding-In technique) (Generalization)

Addition to leading article

In order to develop a statistical explanation for the learning phenomena, William Kaye Estes developed the Stimulus Sampling Theory in 1950 which suggested that a stimulus-response association is learned on a single trial; however, the learning process is continuous and consists of the accumulation of distinct stimulus-response pairings.

Estes on Education

Estes proposed a model of learning that he called Stimulus Sampling Theory (SST). SST is a probabilistic model that provides a statistical explanation of how we learn a stimulus-response association in a single trial, but require more stimulus-response repetitions to build an evident unit of learning.^[1] Stimulus-sampling models aid at least two functions. One is to make experimental predictions for situations in which the stimulus elements are controlled, in part at least, by the experimenter. The stimulus-sampling theory also aids as a heuristic device for discovering effective truisms about changes in response probabilities.^[2]The general theory of stimulus-sampling assumes the existence of a population of discrete stimulus elements and hypothesizes that an entity draws a sample from this population on each trial of a learning experiment. All stimulus-response theories have stimuli that are “connected” or “conditioned” to possible responses of the entity. ^[2] A natural extension of SST theory provides explanations of discrimination, generalization, temporal processes, and even motivational phenomena.^[3]

The “folding-in” technique used in classrooms today is derived from the stimulus sampling theory. An example of the folding-in procedure is a student reviewing ten flash cards (seven known, three unknown) and working through them till the student learns the ten cards 100%. After learning the ten cards, the student then replaces the three originally unknown cards with three more unknown cards.^[4] This drill is used to promote acquisition and fluency, and studies have shown that drill is extremely effective in teaching a wide range of responses.^[5]

Bibliography

Atkinson, R. C., & Estes, W. K. (1962). Stimulus sampling theory (No. 48). Institute for Mathematical Studies in the Social Science, Applied Mathematics and Statistics Laboratories, Stanford University. ^[1]

Bush, R. R., & Estes, W. K. (1959). Studies in mathematical learning theory (Vol. 3). Stanford University Press. ^[2]

Hulac, D. M., Wickerd, G., & Vining, O. (2013). Allowing students to administer their own interventions: An application of the self-administered folding-in technique. Rural Special Education Quarterly, 32(2), 31-36 ^[4]

Estes, W. K., & Suppes, P. (1959). Foundations of statistical learning theory. II. The stimulus sampling model. Stanford University, Applied Mathematics and Statistics Laboratory, Behavioral Sciences Division. ^[3]

Haring, N. G., & Eaton, M. D. (1978). Systematic instructional procedures: An instructional hierarchy. In N. G. Haring, T. C. Lovitt, M. D, Eaton, & C. L. Hansen (Eds), The fourth R: Research in the classroom (pp. 23-40). Columbus, OH: Merrill Publishing.^[5]

^ ^a ^b Atkinson, R. C.; Estes, W. K. (1962). Stimulus sampling theory (No. 48). Applied Mathematics and Statistics Laboratories, Stanford University: Institute for Mathematical Studies in the Social Science.
^ ^a ^b ^c Bush, R. R.; Estes, W. K. (1959). Studies in mathematical learning theory (Vol. 3). Stanford University Press.
^ ^a ^b Estes, W. K.; Suppes, P. (1959). Foundations of statistical learning theory.II. The stimulus sampling model. Stanford University: Applied Mathematics and Statistics Laboratory, Behavioral Sciences Division.
^ ^a ^b Hulac, D. M.; Wickerd, G.; Vining, O. (2013). "Allowing students to administer their own interventions: An application of the self-administered folding-in technique". Rural Special Education Quarterly. 32 (2): 31-36.
^ ^a ^b Haring, N. G.; Eaton, M. D. (1978). Haring, N. G.; Lovitt, T. C.; Eaton, M. D.; Hansen, C. L. (eds.). Systematic instructional procedures: An instructional hierarchy. Columbus, OH: Merrill Publishing.

[Atkinson-1] Atkinson, R. C.; Estes, W. K. (1962). Stimulus sampling theory (No. 48). Applied Mathematics and Statistics Laboratories, Stanford University: Institute for Mathematical Studies in the Social Science.

[Bush-2] Bush, R. R.; Estes, W. K. (1959). Studies in mathematical learning theory (Vol. 3). Stanford University Press.

[Estes-3] Estes, W. K.; Suppes, P. (1959). Foundations of statistical learning theory.II. The stimulus sampling model. Stanford University: Applied Mathematics and Statistics Laboratory, Behavioral Sciences Division.

[Hulac-4] Hulac, D. M.; Wickerd, G.; Vining, O. (2013). "Allowing students to administer their own interventions: An application of the self-administered folding-in technique". Rural Special Education Quarterly. 32 (2): 31-36.

[Haring-5] Haring, N. G.; Eaton, M. D. (1978). Haring, N. G.; Lovitt, T. C.; Eaton, M. D.; Hansen, C. L. (eds.). Systematic instructional procedures: An instructional hierarchy. Columbus, OH: Merrill Publishing.

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