Abstract
It is axiomatic that the study of learning phenomena is central to the development of scientific psychology. Yet psychologists acquainted with the voluminous research literature in learning realize that there is no coherence to the field. In fact, researchers in learning typically identify with a particular school, theoretical system, or area of interest, e.g., verbal learning, classical conditioning, neobehaviorism, cognitive processes, animal learning, language acquisition, social learning, educational psychology, and so forth, and they seldom interact with learning specialists in other areas. The net result of this increasingly narrow specialization has been an avalanche of empirical investigations and theoretical formulations—disconnected, unsystematic, and even occasionally contradictory. Hence, there is no single unified body of knowledge that can be called the psychology of learning.
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Bolton, B. (1988). Multivariate Approaches to Human Learning. In: Nesselroade, J.R., Cattell, R.B. (eds) Handbook of Multivariate Experimental Psychology. Perspectives on Individual Differences. Springer, Boston, MA. https://doi.org/10.1007/978-1-4613-0893-5_22
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DOI: https://doi.org/10.1007/978-1-4613-0893-5_22
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