Applying Matrix Theory in Clark Hull’s Drive Reduction Theory to analyze Learning Processes and Behavioral Responses in Educational Therapy for Students with Special Needs

Kok Hwee CHIA

doi:10.64663/aet.55

Authors

Kok Hwee CHIA Merlion Paediatric Therapy Clinic, Singapore https://orcid.org/0000-0002-3645-2602

DOI:

https://doi.org/10.64663/aet.55

Keywords:

Drive Reduction Theory, ClarkHull, Hullian Matrix

Abstract

This article introduces Clark Hull’s Drive Reduction Theory (DRT), where a drive acts as a reinforcement for a specific behavior of concern, through its linear 1 x 9 equation: sEr = V x D x K x J x sHr - sIr - Ir - sOr - sLr. This Hullian equation is further expanded by applying the Matrix Theory used in linear algebra within the domain of educational therapy. This 1 x 9 Hullian matrix serves as a structured approach to understand and address students’ learning and behaviors by focusing on drives and rewards, building productive habits, and reducing barriers. Factorable causalities - autogenic, ecogenic, pedagenic, and psychosociogenic - also play their crucial roles in the drive states and learning processes that contribute to behavioral responses. With the integration of the Hullian DRT equation and Matrix Theory, educational therapists can systematically reduce behaviors driven by unmet needs, helping their students develop more adaptive responses and promoting a better learning environment.

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