ABSTRACT
As in the case of the previous chapter, it may be felt by some readers that so much of what has already been said in this book, especially about learning, automatically covers anything we might say about thinking, that the implication might be drawn that a special chapter is therefore unnecessary. Actually, it seems unlikely that many people would argue in this way, in view of the conventional distinction between studies on thinking and problem solving on the one hand, and learning and perception on the other.
