ABSTRACT
The teacher of experimental psychology often finds himself in the uncomfortable position of knowing a multitude of “facts” (usually taking the form of experimental results) but being unable to answer the key question “What about this area is sufficiently general and basic that it is important for an undergraduate to know?” “Facts” in experimental psychology tend to be specific to very limited paradigms, and most models fall apart when extended beyond the limited paradigm they were initially designed to deal with.
