ABSTRACT
As indicated in the last chapter, problem solving has become the major focus of experimental wo{k on thinking simply because it allows the experimenter to define precisely ·the behaviour that can be expected of subjects. A major disagreement about the complexity of the behaviour involved underlies the theoretica1 division between stimulus-response learning theories and cognitive theories. However, it is also important to understand where apparent distinctions have tended to mask essential agreement about what a psychological theory of thinking must achieve.
