ABSTRACT
The notions of learning theory held by psychologists and by physiologists are disparate rather than conflicting. Physiologists theorise about the neural mechanisms involved in learning, whereas psychologists, qua psychologists, tend to be concerned with unifying principles of learning. These unifying principles may or may not be couched in physiological terms; but such traditional postulates as the principle of association or the principle of reinforcement are not. A number of psychological theories of learning have been put forward this century, but no single all-embracing theory has gained general acceptance. Likewise, a number of views are at present current as to how imprinting is related to learning in general. These differing views, not always explicitly stated, may be found, among some others, in papers by Hess (1959a, 1959c), Hinde (1961), James (1960c), Moltz (1960, 1963), Salzen (1962), and Sluckin (1962).
