Hostname: page-component-586b7cd67f-t7fkt Total loading time: 0 Render date: 2024-11-30T20:04:54.835Z Has data issue: false hasContentIssue false
  • English
  • Français

Cognitive science at fifty

Published online by Cambridge University Press:  23 April 2009

A. Charles Catania
A. Charles Catania
Affiliation:
Department of Psychology, University of Maryland, Baltimore County (UMBC), Baltimore, MD 21250. [email protected]://www.umbc.edu/psyc/personal/catania/catanias.html
Get access Rights & Permissions [Opens in a new window]

Abstract

Fifty years or so after the cognitive revolution, some cognitive accounts seem to be converging on treatments of how we come to know about ourselves and others that have much in common with behavior analytic accounts. Among the factors that keep the accounts separate is that behavioral accounts take a much broader view of what counts as behavior.

Type
Open Peer Commentary
Information
Behavioral and Brain Sciences , Volume 32 , Issue 2 , April 2009 , pp. 141
Copyright
Copyright © Cambridge University Press 2009

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Catania, A. C. (1993) What John B. Watson left out of his behaviorism. Mexican Journal of Behavior Analysis 19:133–46.Google Scholar
Carruthers, P. (2006) Learning (interim 4th edition). Sloan.Google Scholar
Skinner, B. F. (1945) The operational analysis of psychological terms. Psychological Review 52:270–77.CrossRefGoogle Scholar
Skinner, B. F. (1963) Behaviorism at fifty. Science 140:951–58.CrossRefGoogle ScholarPubMed
Skinner, B. F. (1969) An operant analysis of problem solving. In: Skinner, B. F., Contingencies of reinforcement. Appleton-Century-Crofts.Google Scholar
Wixted, J. T. & Gaitan, S. C. (2002) Cognitive theories as reinforcement history surrogates: The case of likelihood ratio models of human recognition memory. Animal Learning and Behavior 30:289–305.CrossRefGoogle ScholarPubMed