An internet resource developed by
Christopher D. Green
York University, Toronto, Ontario
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ARE THEORIES OF LEARNING NECESSARY?
B. F. Skinner (1950)
First published in Psychological Review, 57, 193-216.
Certain basic assumptions, essential to any scientific activity, are sometimes called theories. That nature isorderly rather than capricious is an example. Certain statements are also theories simply to the extent that they are not yet facts. A scientist may guess at the result of an experiment before the experiment is carried out. The prediction and the later statement of result may be composed of the same terms in the same syntactic arrangement, the difference being in the degree of confidence. Noempirical statement is wholly non-theoretical in this sense, because evidence is never complete, nor is any prediction probably ever made wholly without evidence. The term "theory" will not refer here to statements of these sorts but rather to any explanation of an observed fact which appeals to events taking place somewhere else, at some other level of observation, described in different terms, andmeasured, if at all, in different dimensions.
Three types of theory in the field of learning satisfy this definition. The most characteristic is to be found in the field of physiological psychology. We are all familiar with the changes that are supposed to take place in the nervous system when an organism learns. Synaptic connections are made or broken, electrical fields are disrupted orreorganized, concentrations of ions are built up or allowed to diffuse away, and so on. In the science of neurophysiology statements of this sort are not necessarily theories in the present sense. But in a science of behavior, where we are concerned with whether or not an organism secretes saliva when a bell rings, or jumps toward a gray triangle, or says bik when a cards reads tuz, or loves someone whoresembles his mother, all statements about the nervous system are theories in the sense that they are not expressed in the same terms and could not be confirmed with the same methods of observation as the facts for which they are said to account.
A second type of learning theory is in practice not far from the physiological, although there is less agreement about the method of directobservation. Theories of this type have always dominated the field of human behavior. They consist of references to "mental" events, as in saying that an organism learns to behave in a certain way because it "finds something pleasant" or because it "expects something to happen." To the mentalistic psychologist these explanatory events are no more theoretical than synaptic connections to theneurophysiologist, but in a science of behavior they are theories because the methods [p. 194] and terms appropriate to the events to be explained differ from the methods and terms appropriate to the explaining events.
In a third type of learning theory the explanatory events are not directly observed. The writer's suggestion that the letters CNS be regarded as representing, not the Central Nervous System, butthe Conceptual Nervous System (2, p. 421), seems to have been taken seriously. Many theorists point out that they are not talking about the nervous system as an actual structure undergoing physiological or bio-chemical changes but only as a system with a certain dynamic output. Theories of this sort are multiplying fast, and so are parallel operational versions of mental events. A purelybehavioral definition of expectancy has the advantage that the problem of mental observation is avoided and with it the problem of how a mental event can cause a physical one. But such theories do not go so far as to assert that the explanatory events are identical with the behavioral facts which they purport to explain. A statement about behavior may support such a theory but will never resemble it in...