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The basic field of learning was begun by researchers who worked with animals
and the major theories of learning were animal learning-behavior
theories. The theorists constructed their theories to suit
the experiments on animal learning-behavior. But that is a
very different task than constructing a theory that includes
the phenomena of human learning-behavior. PB brought that
perspective to the field and in doing exposed the need for
a new basic theory of learning-behavior that unified the basic
principles of classical and operant conditioning. This PB
theory interrelates the several basic functions of stimuli
with respect to behavior and learning. The stipulation of
the basic functions has been shown with human experimentation
and the theory calls for much additional research detailing
its principles with the control of animal experimentation.
Human Learning
Behaviorists traditionally have taken the position that
the basic principles provided the necessary and sufficient
principles for the analysis of human behavior. Many human
behaviors can be analyzed in terms of basic learning-behavior
principles. But many require the use of human learning principles
that are not exposed in studying animals. Humans learning
in ways animals do not. For one thing humans learn large and
very complex repertoires of behavior that enable them to learn
things and behave in ways they could not without having learning
those repertoires. Those repertoires themselves become causes
and must be understood as such. Human repertoires must be
studied as causes, and the cumulative-hierarchical way those
repertoires are learned must also be studied. Those findings
constitute a basic theory for understanding and dealing with
human behavior. Many findings of psychology can be understood
in terms of this basic theory of human learning. And much
additional knowledge must be obtained.
Child Development
Childhood, very centrally and ubiquitously, consists of
learning the basic behavioral repertoires that are necessary
for adjustment in contemporary society. What those BBRs are
requires specification through study. That would involve use
of existent knowledge, that is, there is already much knowledge
of child behavior over age--like child development norms—that
should be analyzed in terms of the BBRs that are involved
and how they are learned. But much additional study of the
BBRs learned in childhood should be studied as well as the
effects that this learning has upon the child.
Continue to Looking to the Future:
Personality Theory, Psychological
Testing, Abnormal Behavior
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