1958 What is learned An empirical enigma
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چکیده
Although cognitive and stimulus-response interpretations of learning have traditionally been regarded as antipodes in the theoretical disputes of behavioral psychology, it has become increasingly apparent that there are few, if any, predictive behavioral differences between these positions. Superficially, one might expect gross disagreement between an S-R theory, which holds to a direct attachment of responses to stimuli, and a cognitive or “expectancy” theory which maintains that conditioned stimuli elicit sensory processes, or surrogates thereof, previously associated with other stimuli. Yet when one reflects that the concept of “mediation response” (Osgood, 1953) or “anticipatory goal response” (Hull, 1931) allows a stimulus to evoke a CR whose proprioceptive feedback provides a mechanism by which a stimulus may have conditioned sensory consequences, it is no longer surprising that no one has yet succeeded in cooking up a “critical” experiment to settle the controversy.
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