ABSTRACT
Back in the more orthodox Behaviorist camp, Clark Hull (1952) was simultaneously developing a theory of learning based upon chains of discrete stimulus-response connections. Because learning built upon such connections seemed diametrically opposed to learning based on cognitive mapping processes, a controversy flamed up during the late 1940's and early '50's, generating a flood of experiments with albino rats designed to demonstrate, that one law ( S - R ) or the other (cognitive mapping) was a root explanation for all learning. After a time, the controversy simply petered our, never having been satisfactorily resolved in the context of spatial or
environmental learning. But while interest in generalized cognitive mapping waxed and waned, interest in human spatial imagery remained nearly dormant within psychology until Boulding (1956) suggested that the long-lost stepchild of nineteenth century perception was due for a revival. Boulding's The Image suggested relations between nonvisual imagery and cognitive mapping that inspired two simultaneous but independent contributions, one by Miller, Galanter, and Pribram (1960) and the other by Lynch (1960) , thus bringing imagery and the notion of cognitive plans for the utilization of environments back into legitimacy.
