ABSTRACT
The focus of interest in discrimination learning shifted for learning theorists from the discrimination process to the learning process, leading ultimately to the continuity-noncontinuity controversy. The initial discrimination is similar to the mandatory reversal-extradimensional shift (RS-EDS) procedure. Neobehaviorism as originally envisioned by Clark L. Hull has undergone significant changes: a retreat from the ideals of rigorously derived theoretical deductions, an abandonment of conditioning as the major source of theoretical hypotheses, and a withdrawal from the goal of a general behavior theory to more modest conceptions. Developmental theories of behavior seem likely candidates for productive neurological-behavioral interactions. Neobehaviorism's conception of the science of psychology was shaped by the implications of two of its fundamental epistemological assumptions: methodological behaviorism and a deductive model of explanation. The uncritical use of the term behaviorism has done much to confuse discussions of methodological issues in contemporary psychology.
