Skip to main content
SpringerLink
Log in
Book cover

Rule-Governed Behavior pp 3–84Cite as

Rules and Rule-Governance

Cognitive and Behavioristic Views

  • Chapter

Abstract

The major purpose of this chapter is to analyze cognitive views of rules and rule-governance, but major aspects of behavioristic views of rules and rule-governance are also analyzed. These views are analyzed herein from their own perspectives because criticizing a cognitive view for being nonbehavioristic or a behavioristic view for being noncognitive would be at best self-congratulatory and would not promote understanding of the views.

This is a preview of subscription content, log in via an institution.

Chapter
USD   29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD   109.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD   139.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Learn about institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Abel, T. (1953). The operation called Verstehen. In H. Feigl & M. Brodbeck (Eds.), Readings in the philosophy of science (pp. 677–687). New York: Appleton-Century-Crofts. (Reprinted from American Journal of Sociology, 1948, 54, 211–218)

    Google Scholar 

  • Aebli, H. (1979, June). Continuity-discontinuity from the perspective of Piagetian and post-Piagetian theory. In H. W. Reese & W. F. Overton (Chair), Continuity-discontinuity as metatheoretical and theoretical issues. Symposium presented at the meeting of the International Society for the Study of Behavioral Development, Lund, Sweden.

    Google Scholar 

  • Ahlum-Heath, M. E., & Di Vesta F. J. (1986). The effect of conscious controlled verbalization of a cognitive strategy on transfer in problem solving. Memory & Cognition, 14, 281–285.

    Article  Google Scholar 

  • American Psychological Association. (1983). Publication manual of the American Psychological Association (3rd ed.). Washington, DC: Author.

    Google Scholar 

  • Amsel, A. (1958). The role of frustrative nonreward in noncontinuous reward situations. Psychological Bulletin, 55, 102–119.

    Article  PubMed  Google Scholar 

  • Anderson, J. R. (1976). Language, memory, and thought. Hillsdale, NJ: Lawrence Erlbaum Associates. (Cited from Coulter, 1983, p. 5)

    Google Scholar 

  • Anderson, J. R. (1980). Cognitive psychology and its implications. San Francisco: Freeman.

    Google Scholar 

  • Anderson, J. R. (1982). Acquisition of cognitive skill. Psychological Review, 89, 369–406.

    Article  Google Scholar 

  • Argyle, M. (1984). The components of long-term relationships. In K. M. J. Lagerspetz & P. Niemi (Eds.), Psychology in the 1990’s (pp. 453–481). Amsterdam: North-Holland.

    Google Scholar 

  • Aristotle. (1926). The Nichomachean ethics (Trans. H. Rackham). London: William Heinemann.

    Google Scholar 

  • Aristotle. (1933). The metaphysics: Books I–IX (Trans. H. Tredennick). London: William Heinemann.

    Google Scholar 

  • Atkinson, R. C., & Shiffrin, R. M. (1968). Human memory: A proposed system and its control processes. In K. W. Spence & J. T. Spence (Eds.), The psychology of learning and motivation: Advances in theory and research (Vol. 2, pp. 89–195). New York: Academic Press.

    Google Scholar 

  • Ault, R. L. (1983). Children’s cognitive development (2nd ed.). New York: Oxford University Press.

    Google Scholar 

  • Baer, D. M. (1982). Applied behavior analysis. In G. T. Wilson & C. M. Franks (Eds.), Contemporary behavior therapy (pp. 277–309). New York: Guilford.

    Google Scholar 

  • Barker, P., & Gholson, B. (1984). The history of the psychology of learning as a rational process: Lakatos versus Kuhn. In H. W. Reese (Ed.), Advances in child development and behavior (Vol. 18, pp. 227–244). New York: Academic Press.

    Google Scholar 

  • Baron, A., & Galizio, M. (1983). Instructional control of human operant behavior. Psychological Record, 33, 495–520.

    Google Scholar 

  • Barton, E. J., & Ascione, F. R. (1979). Sharing in preschool children: Facilitation, stimulus generalization, response generalization, and maintenance. Journal of Applied Behavior Analysis, 12, 417–430.

    Article  PubMed  Google Scholar 

  • Begleiter, H., Porjesz, B., Yerre, C., & Kissin, B. (1973). Evoked potential correlates of expected stimulus intensity. Science, 179, 814–816.

    Article  PubMed  Google Scholar 

  • Bennett, J. (1966). Kant’s analytic. Cambridge: Cambridge University Press.

    Book  Google Scholar 

  • Bentall, R. P., Lowe, C. F., & Beasty, A. (1985). The role of verbal behavior in human learning: II. Developmental differences. Journal of the Experimental Analysis of Behavior, 43, 165–181.

    Article  PubMed  Google Scholar 

  • Bergmann, G. (1957). Philosophy of science. Madison: University of Wisconsin Press.

    Google Scholar 

  • Berlyne, D. E. (1965). Structure and direction in thinking. New York: Wiley.

    Google Scholar 

  • Bever, T. G., Fodor, J. A., & Garrett, M. (1968). A formal limitation of associationism. In T. R. Dixon & D. L. Horton (Eds.), Verbal behavior and general behavior theory (pp. 582–585). Englewood Cliffs, NJ: Prentice-Hall.

    Google Scholar 

  • Bickhard, M. H., Cooper, R. G., & Mace, P. E. (1985). Vestiges of logical positivism: Critiques of stage explanations. Human Development, 28, 240–258.

    Article  Google Scholar 

  • Bijou, S. W. (1984). Cross-sectional and longitudinal analysis of development: The interbehavioral perspective. Psychological Record, 34, 525–535.

    Google Scholar 

  • Bourne, L. E., Jr. (1970). Knowing and using concepts. Psychological Review, 77, 546–556.

    Article  Google Scholar 

  • Bower, G. H., Black, J. B., & Turner, T. J. (1979). Scripts in memory for text. Cognitive Psychology, 11, 177–220.

    Article  Google Scholar 

  • Bower, G. H., & Trabasso, T. (1963). Reversals prior to solution in concept identification. Journal of Experimental Psychology, 66, 409–418.

    Article  PubMed  Google Scholar 

  • Bowman, R. E. (1963). Discrimination learning-set performance under intermittent and secondary reinforcement. Journal of Comparative and Physiological Psychology, 56, 429–434.

    Article  PubMed  Google Scholar 

  • Brainerd, C. J. (1977). Cognitive development and concept learning: An interpretative review. Psychological Bulletin, 84, 919–939.

    Article  Google Scholar 

  • Bransford, J. D. (1979). Human cognition: Learning, understanding and remembering. Belmont, CA: Wadsworth.

    Google Scholar 

  • Brewer, W. F. (1974). There is no convincing evidence for operant or classical conditioning in adult humans. In W. B. Weimer & D. S. Palermo (Eds.), Cognition and the symbolic processes (pp. 1–42). Hillsdale, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Brown, J. S. (1961). The motivation of behavior. New York: McGraw-Hill.

    Book  Google Scholar 

  • Brownstein, A. J., & Shull, R. L. (1985). A rule for the use of the term, “rule-governed behavior.” Behavior Analyst, 8, 265–267.

    PubMed  Google Scholar 

  • Bryan, W. L., & Harter, N. (1897). Studies in the physiology and psychology of the telegraphic language. Psychological Review, 4, 27–53.

    Article  Google Scholar 

  • Bryan, W. L., & Harter, N. (1899). Studies on the telegraphic language. The acquisition of a hierarchy of habits. Psychological Review, 6, 345–375.

    Article  Google Scholar 

  • Buchanan, J. P., Gill, T. V., & Braggio, J. T. (1981). Serial position and clustering effects in a chimpanzee’s “free recall.” Memory & Cognition, 9, 651–660.

    Article  Google Scholar 

  • Bugelski, B. R. (1956). The psychology of learning. New York: Holt.

    Google Scholar 

  • Bugelski, B. R. (1965). In defense of remote associations. Psychological Review, 72, 169–174.

    Article  PubMed  Google Scholar 

  • Bugelski, B. R., & Alampay, D. A. (1961). The role of frequency in developing perceptual sets. Canadian Journal of Psychology, 15, 205–211.

    PubMed  Google Scholar 

  • Catania, A. C., Matthews, B. A., & Shimoff, E. (1982). Instructed versus shaped human verbal behavior: Interactions with nonverbal responding. Journal of the Experimental Analysis of Behavior, 38, 233–248.

    Article  PubMed  Google Scholar 

  • Chase, P. N., & Hyten, C. (1985). A historical and pedagogical note on establishing operations. Behavior Analyst, 8, 121–122.

    PubMed  Google Scholar 

  • Chomsky, N. (1959). Review of Verbal behavior, by B. F. Skinner. Language, 25, 26–58.

    Article  Google Scholar 

  • Chomsky, N. (1980). Rules and representations. New York: Columbia University Press.

    Google Scholar 

  • Cohen, N. J. (1984). Preserved learning capacity in amnesia: Evidence for multiple memory systems. In L. R. Squire & N. Butters (Eds.), Neuropsychology of memory (pp. 83–103). New York: Guilford.

    Google Scholar 

  • Cook, T. D., & Campbell, D. T. (1979). Quasi-experimentation: Design and analysis issues for field settings. Boston: Houghton Mifflin.

    Google Scholar 

  • Coulter, J. (1983). Rethinking cognitive theory. New York: St. Martin’s Press.

    Google Scholar 

  • Craik, F. I. M., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11, 671–684.

    Article  Google Scholar 

  • Dallett, K. M. (1965). In defense of remote associations. Psychological Review, 72, 164–168.

    Article  PubMed  Google Scholar 

  • Doan, H. McK., & Cooper, D. L. (1971). Conditional discrimination learning in children: Two relevant factors. Child Development, 42, 209–220.

    Article  Google Scholar 

  • Dodd, D. H., & White, R. M., Jr. (1980). Cognition: Mental structures and processes. Boston: Allyn & Bacon.

    Google Scholar 

  • Dollard, D., & Miller, N. E. (1950). Personality and psychotherapy: An analysis in terms of learning, thinking, and culture. New York: McGraw-Hill.

    Google Scholar 

  • Dulany, D. E. (1974). On the support of cognitive theory in opposition to behavior theory: A methodological problem. In W. B. Weimer & D. S. Palermo (Eds.), Cognition and the symbolic processes (pp. 43–56). Hillsdale, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Eich, E. (1984). Memory for unattended events: Remembering with and without awareness. Memory & Cognition, 12, 105–111.

    Article  Google Scholar 

  • Ellis, H. C. (1978). Fundamentals of human learning, memory, and cognition (2nd ed.). Dubuque, IA: Brown.

    Google Scholar 

  • Ericsson, A. K., & Simon, H. A. (1984). Protocol analysis: Verbal reports as data. Cambridge, MA: MIT Press.

    Google Scholar 

  • Estes, W. K. (1950). Toward a statistical theory of learning. Psychological Review, 57, 94–107.

    Article  Google Scholar 

  • Ferretti, R. P., & Butterfield, E. C. (1986). Are children’s rule-assessment classifications invariant across instances of problem types? Child Development, 57, 1419–1428.

    Article  PubMed  Google Scholar 

  • Ferster, C. B., & Skinner, B. F. (1957). Schedules of reinforcement. New York: Appleton-Century-Crofts.

    Book  Google Scholar 

  • Flavell, J. H. (1977). Cognitive development. Englewood Cliffs, NJ: Prentice-Hall.

    Google Scholar 

  • Flavell, J. H., Beach, D. R., & Chinsky, J. M. (1966). Spontaneous verbal rehearsal in a memory task as a function of age. Child Development, 37, 283–299.

    Article  PubMed  Google Scholar 

  • Fodor, J. A. (1981). The mind-body problem. Scientific American, 244(1), 114–123.

    Article  PubMed  Google Scholar 

  • Furth, H. G. (1969). Piaget and knowledge: Theoretical foundations. Englewood Cliffs, NJ: Prentice-Hall.

    Google Scholar 

  • Furth, H. G., & Wachs, H. (1974). Thinking goes to school: Piaget’s theory in practice. New York: Oxford University Press.

    Google Scholar 

  • Gagné, R. M. (1970). The conditions of learning (2nd ed.). New York: Holt, Rinehart & Winston.

    Google Scholar 

  • Gagné, R. M. (1974). Essentials of learning for instruction. Hinsdale, IL: Dryden.

    Google Scholar 

  • Galperin, P. Ya. (1957). An experimental study in the formation of mental actions (Trans. N. Parsons). In B. Simon (Ed.), Psychology in the Soviet Union (pp. 213–225). Stanford, CA: Stanford University Press.

    Google Scholar 

  • Geiselman, R. E. (1979). Inhibition of the automatic storage of speaker’s voice. Memory & Cognition, 7, 201–204.

    Article  Google Scholar 

  • Gholson, B., & Beilin, H. (1979). A developmental model of human learning. In H. W. Reese & L. P. Lipsitt (Eds.), Advances in child development and behavior (Vol. 13, pp. 47–81). New York: Academic Press.

    Google Scholar 

  • Gholson, B., Levine, M., & Phillips, S. (1972). Hypotheses, strategies, and stereotypes in discrimination learning. Journal of Experimental Child Psychology, 13, 423–446.

    Article  Google Scholar 

  • Goodnow, J. J. (1972). Rules and repertoires, rituals and tricks of the trade: Social and informational aspects to cognitive and representational development. In S. Farnham-Diggory (Ed.), Information processing in children (pp. 83–102). New York: Academic Press.

    Google Scholar 

  • Goss, A. E. (1961). Verbal mediating responses and concept formation. Psychological Review, 68, 248–274.

    Article  PubMed  Google Scholar 

  • Grant, L. (1986). Categorizing and concept learning. In H. W. Reese & L. J. Parrott (Eds.), Behavior science: Philosophical, methodological, and empirical advances (pp. 139–162). Hillsdale, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Guthrie, E. R. (1960). The psychology of learning (Rev. ed.). Gloucester, MA: P. Smith.

    Google Scholar 

  • Hakes, D. T., & Young, R. K. (1966). On remote associations and the interpretation of derived-list experiments. Psychological Review, 73, 248–251.

    Article  PubMed  Google Scholar 

  • Harlow, H. F. (1959). Learning set and error factor theory. In S. Koch (Ed.), Psychology: A study of a science (Vol. 2, pp. 492–537). New York: McGraw-Hill.

    Google Scholar 

  • Hasher, L., & Zacks, R. T. (1979). Automatic and effortful processes in memory. Journal of Experimental Psychology: General, 108, 356–388.

    Article  Google Scholar 

  • Hayes, S. C. (1986). The case of the silent dog—verbal reports and the analysis of rules: A review of Ericsson and Simon’s Protocol analysis: Verbal reports as data. Journal of the Experimental Analysis of Behavior, 45, 351–363.

    Google Scholar 

  • Hayes, S. C., Brownstein, A. J., Haas, J. R., & Greenway, D. E. (1985). Rules, multiple schedules, and extinction: Distinguishing differential responding from schedule sensitivity when rules are present. Unpublished manuscript, University of North Carolina at Greensboro.

    Google Scholar 

  • Hineline, P. N. (1983). When we speak of knowing. Behavior Analyst, 6, 183–186.

    PubMed  Google Scholar 

  • Hirst, W., Spelke, E. S., Reaves, C. C., Caharack, G., & Neisser, U. (1980). Dividing attention without alternation or automaticity. Journal of Experimental Psychology: General, 109, 98–117.

    Article  Google Scholar 

  • Holborn, S. W. (1982, April). The effect of reinforcement schedules on exercise in obese and nonobese boys. Paper presented at colloquium, Department of Psychology, West Virginia University, Morgantown.

    Google Scholar 

  • Horton, D. L., & Turnage, T. W. (1976). Human learning. Englewood Cliffs, NJ: Prentice- Hall.

    Google Scholar 

  • Howard, D. V. (1983). Cognitive psychology: Memory, language, and thought. New York: Macmillan.

    Google Scholar 

  • Hull, C. L. (1943). Principles of behavior: An introduction to behavior theory. New York: Appleton-Century-Crofts.

    Google Scholar 

  • Hunt, E. (1971). What kind of computer is man? Cognitive Psychology, 2, 57–98.

    Article  Google Scholar 

  • Jones, N. D. (1973). Computability theory: An introduction. New York: Academic Press.

    Google Scholar 

  • Kail, R. (1979). The development of memory in children. San Francisco: Freeman.

    Google Scholar 

  • Kail, R., & Bisanz, J. (1982). Information processing and cognitive development. In H. W. Reese (Ed.), Advances in child development and behavior (Vol. 17, pp. 45–81). New York: Academic Press.

    Google Scholar 

  • Kaplan, A. (1964). The conduct of inquiry. San Francisco: Chandler.

    Google Scholar 

  • Kausler, D. H. (1974). Psychology of verbal learning and memory. New York: Academic Press.

    Google Scholar 

  • Keller, F. S., & Schoenfeld, W. N. (1950). Principles of psychology: A systematic text in the science of behavior. New York: Appleton-Century-Crofts.

    Book  Google Scholar 

  • Kellogg, R. T. (1982). When can we introspect accurately about mental processes? Memory & Cognition, 10, 141–144.

    Article  Google Scholar 

  • Kintsch, W., & van Dijk, T. A. (1978). Toward a model of text comprehension and production. Psychological Review, 85, 363–394.

    Article  Google Scholar 

  • Klahr, D. (1973). An information-processing approach to the study of cognitive development. In A. D. Pick (Ed.), Minnesota Symposia on Child Psychology (Vol. 7, pp. 141–177). Minneapolis: University of Minnesota Press.

    Google Scholar 

  • Klahr, D. (1984). Transition processes in quantitative development. In R. J. Sternberg (Ed.), Mechanisms of cognitive development (pp. 101–139). New York: Freeman.

    Google Scholar 

  • Klahr, D. (1985). Solving problems with ambiguous subgoal ordering: Preschoolers’ performance. Child Development, 56, 940–952.

    Article  Google Scholar 

  • Klahr, D., & Robinson, M. (1981). Formal assessment of problem-solving and planning processes in preschool children. Cognitive Psychology, 13, 113–148.

    Article  Google Scholar 

  • Klahr, D., & Siegler, R. S. (1978). The representation of children’s knowledge. In H. W. Reese & L. P. Lipsitt (Eds.), Advances in child development and behavior (Vol. 12, pp. 61–116). New York: Academic Press.

    Google Scholar 

  • Klahr, D., & Wallace, J. G. (1972). Class inclusion processes. In S. Farnham-Diggory (Ed.), Information processing in children (pp. 143–172). New York: Academic Press.

    Google Scholar 

  • Klahr, D., & Wallace, J. G. (1976). Cognitive development: An information-processing view. Hillsdale, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Klatzky, R. L. (1980). Human memory: Structure and processes (2nd ed.). San Francisco: Freeman.

    Google Scholar 

  • Kliegl, R., Smith, J., & Baltes, P. B. (in press). Testing-the-limits, expertise, and memory in adulthood and old age. In F. Klix & H. Hagendorf (Eds.), Proceedings of symposium in memoriam Hermann Ebbinghaus. Amsterdam: North-Holland.

    Google Scholar 

  • Krechevsky, I. (1932a). “Hypotheses” in rats. Psychological Review, 39, 516–532.

    Article  Google Scholar 

  • Krechevsky, I. (1932b). “Hypotheses” versus “chance” in the pre-solution period in sensory discrimination-learning. University of California Publications in Psychology, 6(3), 27–44.

    Google Scholar 

  • Krechevsky, I. (1932c). The genesis of “hypotheses” in rats. University of California Publications in Psychology, 6(4), 45–64.

    Google Scholar 

  • Krechevsky, I. (1938). A study of the continuity of the problem-solving process. Psychological Review, 45, 107–133.

    Article  Google Scholar 

  • Kuhn, T. S. (1977). The essential tension: Selected studies in scientific tradition and change. Chicago: University of Chicago Press.

    Google Scholar 

  • Kurzweil, R. (1985). What is artificial intelligence anyway? American Scientist, 73, 258–264.

    Google Scholar 

  • LaBerge, D., & Samuels, S. J. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6, 293–323.

    Article  Google Scholar 

  • Lakatos, I. (1978). Philosophical papers. Vol. 1: The methodololgy of scientific research programmes (J. Worrall & G. Currie, Eds.). Cambridge: Cambridge University Press.

    Google Scholar 

  • Lamarre, J., & Holland, J. G. (1985). The functional independence of mands and tacts. Journal of the Experimental Analysis of Behavior, 43, 5–19.

    Article  PubMed  Google Scholar 

  • Laudan, L. (1977). Progress and its problems: Toward a theory of scientific growth. Berkeley: University of California Press.

    Google Scholar 

  • Leon, M. (1984). Rules mothers and sons use to integrate intent and damage information in their moral judgments. Child Development, 55, 2106–2113.

    Article  Google Scholar 

  • Levin, I., Wilkening, F., & Dembo, Y. (1984). Development of time quantification: Integration and nonintegration of beginnings and endings in comparing durations. Child Development, 55, 2160–2172.

    Article  PubMed  Google Scholar 

  • Levine, M. (1959). A model of hypothesis behavior in discrimination learning set. Psychological Review, 66, 353–366.

    Article  PubMed  Google Scholar 

  • Levinson, B., & Reese, H. W. (1967). Patterns of discrimination learning set in preschool children, fifth-graders, college freshmen, and the aged. Monographs of the Society for Research in Child Development, 32(7, Serial No. 115).

    Article  Google Scholar 

  • Luchins, A. S. (1942). Mechanization in problem solving: The effect of Einstellung. Psychological Monographs, 54(6, Whole No. 248).

    Google Scholar 

  • Luria, A. R. (1973). The working brain: An introduction to neuropsychology (Trans. B. Haigh). New York: Basic Books.

    Google Scholar 

  • Luria, A. R. (1980). Higher cortical functions in man (2nd ed., rev. & expanded; Trans. B. Haigh). New York: Basic Books.

    Book  Google Scholar 

  • Luria, A. R. (1981). Language and cognition (J. V. Wertsch, Ed.). New York: Wiley.

    Google Scholar 

  • Mackenzie, B. D. (1977). Behaviourism and the limits of scientific method. Atlantic Highlands, NJ: Humanities Press.

    Google Scholar 

  • Malott, R. W. (1982, May). Some theoretical considerations about rule-governed behavior. Paper presented in H. W. Reese (Chair), Rule-governed behavior. Symposium presented at the meeting of the Association for Behavior Analysis, Milwaukee, WI.

    Google Scholar 

  • Malott, R. W. (1986). Self-management, rule-governed behavior, and everyday life. In H. W. Reese & L. J. Parrott (Eds.), Behavior science: Philosophical, methodological, and empirical advances (pp. 207–228). Hillsdale, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Mandler, G. (1975). Consciousness: Respectable, useful, and probably necessary. In R. L. Solso (Ed.), Information processing and cognition: The Loyola symposium (pp. 229–254). Hillsdale, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Mandler, J. M., & Johnson, N. S. (1977). Remembrance of things parsed: Story structure and recall. Cognitive Psychology, 9, 111–151.

    Article  Google Scholar 

  • Mao Zedong. (1965). On practice. In Selected works of ... (Vol. 1, pp. 295–309; trans, of 2nd Chinese ed.). Peking: Foreign Languages Press. (Original work dated 1937)

    Google Scholar 

  • Matlin, M. (1983). Cognition. New York: Holt, Rinehart & Winston.

    Google Scholar 

  • Matthews, B. A., Catania, A. C., & Shimoff, E. (1985). Effects of uninstructed verbal behavior on nonverbal responding: Contingency descriptions versus performance descriptions. Journal of the Experimental Analysis of Behavior, 43, 155–164.

    Article  PubMed  Google Scholar 

  • Mayer, R. E. (1983). Thinking, problem solving, cognition. New York: Freeman.

    Google Scholar 

  • McCulloch, W. S. (1955). Mysterium iniquitatis—of sinful man aspiring into the place of God. Scientific Monthly, 80, 35–39.

    Google Scholar 

  • Reprinted in P. G. Frank (Ed.), The validation of scientific theories (pp. 148–156). New York: Collier, 1961.

    Google Scholar 

  • Merton, R. K. (1968). Social theory and social structure: 1968 enlarged edition. New York: Free Press.

    Google Scholar 

  • Michael, J. (1982). Distinguishing between discriminative and motivational functions of stimuli. Journal of the Experimental Analysis of Behavior, 37, 149–155.

    Article  PubMed  Google Scholar 

  • Miller, G. A. (1962). Psychology: The science of mental life. New York: Harper & Row.

    Google Scholar 

  • Miller, G. A. (1981). Language and speech. San Francisco: Freeman.

    Google Scholar 

  • Miller, G. A., Galanter, E., & Pribram, K. H. (1960). Plans and the structure of behavior. New York: Holt.

    Book  Google Scholar 

  • Miller, P. H., Haynes, V. F., DeMarie-Dreblow, D., & Woody-Ramsey, J. (1986). Children’s strategies for gathering information in three tasks. Child Development, 57, 1429–1439.

    Article  Google Scholar 

  • Moore, J. (1981). On mentalism, methodological behaviorism, and radical behaviorism. Behaviorism, 9, 55–77.

    Google Scholar 

  • Moore, J. (1984). On the tactful specification of meaning: A review of Harre and Lamb’s The Encyclopedic Dictionary of Psychology. Journal of the Experimental Analysis of Behavior, 41, 387–395.

    Article  Google Scholar 

  • Morris, E. K., Higgins, S. T., & Bickel, W. K. (1982). Comments on cognitive science in the experimental analysis of behavior. Behavior Analyst, 5, 109–125.

    PubMed  Google Scholar 

  • Navarick, D. J. (1979). Principles of learning: From laboratory to field. Reading, MA: Addison-Wesley.

    Google Scholar 

  • Newell, A. (1972). A note on process-structure distinctions in developmental psychology. In S. Farnham-Diggory (Ed.), Information processing in children (pp. 125–139). New York: Academic Press.

    Google Scholar 

  • Nisbett, R. E., & Wilson, T. De C. (1977). Telling more than we can know: Verbal reports on mental processes. Psychological Review, 84, 231–259.

    Article  Google Scholar 

  • Nissen, H. W. (1950). Description of the learned response in discrimination behavior. Psychological Review, 57, 121–131.

    Article  Google Scholar 

  • Nissen, H. W. (1953). Sensory patterning versus central organization. Journal of Psychology, 36, 271–287.

    Article  Google Scholar 

  • Nissen, H. W., Levinson, B., & Nichols, J. W. (1953). Reinforcement and “hypothesis” in the discrimination behavior of chimpanzees. Journal of Experimental Psychology, 45, 334–340.

    Article  PubMed  Google Scholar 

  • O’Brien, D. P., & Overton, W. F. (1982). Conditional reasoning and the competence-performance issue: A developmental analysis of a training task. Journal of Experimental Child Psychology, 34, 274–290.

    Article  Google Scholar 

  • Overton, W. F., Byrnes, J. P., & O’Brien, D. P. (1985). Developmental and individual differences in conditional reasoning: The role of contradiction training and cognitive style. Developmental Psychology, 21, 692–701.

    Article  Google Scholar 

  • Overton, W. F., & Newman, J. L. (1982). Cognitive development: A competence-activation/utilization approach. In T. M. Field, A. Huston, H. C. Quay, L. Troll, & G. E. Finley (Eds.), Review of human development (pp. 217–241). New York: Wiley.

    Google Scholar 

  • Overton, W. F., & Reese, H. W. (1981). Conceptual prerequisites for an understanding of stability-change and continuity-discontinuity. International Journal of Behavioral Development, 4, 99–123.

    Google Scholar 

  • Oxford English dictionary (13 vols.). (1933). Oxford: Clarendon Press.

    Google Scholar 

  • Parrott, L. J. (1982, May). Rule-governed behavior: An implicit analysis of reference. Paper presented in H. W. Reese (Chair), Rule-governed behavior. Symposium presented at the meeting of the Association for Behavior Analysis, Milwaukee, WI.

    Google Scholar 

  • Parrott, L. J. (1983). Perspectives on knowing and knowledge. Psychological Record, 33, 171–184.

    Google Scholar 

  • Parsons, J. A., Taylor, D. C., & Joyce, T. M. (1981). Precurrent self-prompting operants in children: “Remembering.” Journal of the Experimental Analysis of Behavior, 36, 253–266.

    Article  PubMed  Google Scholar 

  • Pepper, S. C. (1942). World hypotheses: A study in evidence. Berkeley: University of California Press.

    Google Scholar 

  • Piaget, J. (1970). Piaget’s theory. In P. H. Mussen (Ed.), Carmichael’s manual of child psychology (3rd ed.; Vol. 1, pp. 703–732). New York: Wiley.

    Google Scholar 

  • (Reprinted in P. H. Mussen [Ed.], Handbook of child psychology [4th ed.], Vol. 1, History, theory, and methods [W. Kessen, Ed.; pp. 103–128]. New York: Wiley, 1983)

    Google Scholar 

  • Pinsky, L. (1951). Do machines think about machines thinking? Mind, 60, 397–398.

    Article  Google Scholar 

  • Pratt, M. W., McLaren, J., & Wickens, G. (1984). Rules as tools: Effective generalization of verbal self-regulative communication training by first-grade speakers. Developmental Psychology, 20, 893–902.

    Article  Google Scholar 

  • Prosch, H. (1964). The genesis of twentieth century philosophy: The evolution of thought from Copernicus to the present. Garden City, NY: Doubleday.

    Google Scholar 

  • Prytulak, L. S. (1971). Natural language mediation. Cognitive Psychology, 2, 1–56.

    Article  Google Scholar 

  • Pulaski, M. A. S. (1971). Understanding Piaget: An introduction to children’s cognitive development. New York: Harper & Row.

    Google Scholar 

  • Pylyshyn, Z. W. (1972). Competence and psychological reality. American Psychologist, 27, 546–552.

    Article  Google Scholar 

  • Ravn, K. E., & Gelman, S. A. (1984). Rule usage in children’s understanding of “big” and “little.” Child Development, 55, 2141–2150.

    Article  Google Scholar 

  • Reed, S. K. (1982). Cognition: Theory and applications. Monterey, CA: Brooks/Cole.

    Google Scholar 

  • Reese, H. W. (1962). Verbal mediation as a function of age level. Psychological Bulletin, 59, 502–509.

    Article  Google Scholar 

  • Reese, H. W. (1963). Discrimination learning set in children. In L. P. Lipsitt & C. C. Spiker (Eds.), Advances in child development and behavior (Vol. 1, pp. 115–145). New York: Academic Press.

    Google Scholar 

  • Reese, H. W. (1964). Discrimination learning set in rhesus monkeys. Psychological Bulletin, 61, 321–340.

    Article  PubMed  Google Scholar 

  • Reese, H. W. (1965). Discrimination learning set and perceptual set in young children. Child Development, 36, 153–161.

    Article  PubMed  Google Scholar 

  • Reese, H. W. (1968). The perception of stimulus relations: Discrimination learning and transposition. New York: Academic Press.

    Google Scholar 

  • Reese, H. W. (1970a). The scope of experimental child psychology. In H. W. Reese & L. P. Lipsitt (Eds.), Experimental child psychology (pp. 1–12). New York: Academic Press.

    Google Scholar 

  • Reese, H. W. (1970b). Set. In H. W. Reese & L. P. Lipsitt (Eds.), Experimental child psychology (pp. 263–278). New York: Academic Press.

    Google Scholar 

  • Reese, H. W. (1971). The study of covert verbal and nonverbal mediation. In. A. Jacobs & L. B. Sachs (Eds.), The psychology of private events: Perspectives on covert response systems (pp. 17–38). New York: Academic Press.

    Google Scholar 

  • Reese, H. W. (1976a). Basic learning processes in childhood. New York: Holt, Rinehart & Winston.

    Google Scholar 

  • Reese, H. W. (1976b). The development of memory: Life-span perspectives. In H. W. Reese (Ed.), Advances in child development and behavior (Vol. 11, pp. 189–212). New York: Academic Press.

    Google Scholar 

  • Reese, H. W. (1986). On the theory and practice of behavior analysis. In H. W. Reese & L. J. Parrott (Eds.), Behavior science: Philosophical, methodological, and empirical advances (pp. 1–33). Hillsdale, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Reese, H. W., & Ford, L. H., Jr. (1962). Expectancy and perception of an ambiguous figure in preschool children. Journal of Verbal Learning and Verbal Behavior, 1, 188–191.

    Article  Google Scholar 

  • Reese, H. W., & Fremouw, W. J. (1984). Normal and normative ethics in behavioral sciences. American Psychologist, 39, 863–876.

    Article  PubMed  Google Scholar 

  • Reynolds, A. G., & Flagg, P. W. (1983). Cognitive psychology (2nd ed.). Boston: Little Brown.

    Google Scholar 

  • Riegler, H. C., Kohler, F. W., & Baer, D. M. (1985, May). Rule-governed behavior: A discussion of its origins, functions, and maintenance. Paper presented at the meeting of the Association for Behavior Analysis, Columbus, OH.

    Google Scholar 

  • Rosser, R. A., & Brody, G. H. (1981). Acquisition of a concrete operational rule through observational learning: How abstract is the acquired abstraction. Merrill-Palmer Quarterly, 27, 3–13.

    Google Scholar 

  • Rychlak, J. F. (1976). Psychological science as a humanist sees it. In W. J. Arnold (Ed.), Nebraska Symposium on Motivation. Vol. 23: 1975 (pp. 205–279). Lincoln: University of Nebraska Press.

    Google Scholar 

  • Sands, S. F., & Wright, A. A. (1980). Primate memory: Retention of serial list items by a rhesus monkey. Science, 209, 938–940.

    Article  PubMed  Google Scholar 

  • Schnaitter, R. (1977). Behaviorism and ethical responsibility. In J. E. Krapfl & E. A. Vargas (Eds.), Behaviorism and ethics (pp. 29–42). Kalamazoo, MI: Behaviordelia.

    Google Scholar 

  • Schnaitter, R. (1985). The haunted clockwork: Reflections on Gilbert Ryle’s The Concept of Mind. Journal of the Experimental Analysis of Behavior, 43, 145–153.

    Article  Google Scholar 

  • Schneider, W., & Shiffrin, R. M. (1977). Controlled and automatic human information processing: I. Detection, search, and attention. Psychological Review, 84, 1–66.

    Article  Google Scholar 

  • Seamon, J. G. (1980). Memory and cognition: An introduction. New York: Oxford University Press.

    Google Scholar 

  • Searle, J. (1976). The rules of the language game [review of N. Chomsky, Reflections on language]. Times Literary Supplement, September 10, pp. 1118–1120.

    Google Scholar 

  • Shiffrin, R. M., & Schneider, W. (1977). Controlled and automatic human information processing: II. Perceptual learning, automatic attending, and a general theory. Psychological Review, 84, 127–190.

    Article  Google Scholar 

  • Shultz, T. R., & Robillard, J. (1980). The development of linguistic humour in children: Incongruity through rule violation. In P. E. McGhee & A. J. Chapman (Eds.), Children’s humour (pp. 59–90). Chichester: Wiley.

    Google Scholar 

  • Shultz, T. R., Fisher, G. W., Pratt, C. C., & Rulf, S. (1986). Selection of causal rules. Child Development, 57, 143–152.

    Article  Google Scholar 

  • Siegler, R. S. (1976). Three aspects of cognitive development. Cognitive Psychology, 8, 481–520.

    Article  Google Scholar 

  • Siegler, R. S. (1981). Developmental sequences within and between concepts. Monographs of the Society for Research in Child Development, 46(2, Serial No. 189).

    Google Scholar 

  • Siegler, R. S. (1983a). Five generalizations about cognitive development. American Psychologist, 38, 263–277.

    Article  Google Scholar 

  • Siegler, R. S. (1983b). Information processing approaches to development. In P. H. Mussen (Ed.), Handbook of child psychology (4th ed.). Vol. 1: History, theory, and methods (W. Kessen, Ed.; pp. 129–211). New York: Wiley.

    Google Scholar 

  • Simon, H. A. (1962). An information processing theory of intellectual development. In W. Kessen & C. Kuhlman (Eds.), Thought in the young child: Report of a conference on intellective development with particular attention to the work of Jean Piaget (pp. 150–155). Monographs of the Society for Research in Child Development, 27(2, Serial No. 83).

    Google Scholar 

  • Simon, H. A. (1972). On the development of the processor. In S. Farnham-Diggory (Ed.), Information processing in children (pp. 3–22). New York: Academic Press.

    Google Scholar 

  • Simon, H. A. (1975). The functional equivalence of problem solving skills. Cognitive Psychology, 7, 268–288.

    Article  Google Scholar 

  • Skinner, B. F. (1945). The operational analysis of psychological terms. Psychological Review, 52, 270–277.

    Article  Google Scholar 

  • Skinner, B. F. (1953). Science and human behavior. New York: Free Press.

    Google Scholar 

  • Skinner, B. F. (1957). Verbal behavior. New York: Appleton-Century-Crofts.

    Book  Google Scholar 

  • Skinner, B. F. (1969). Contingencies of reinforcement: A theoretical analysis. New York: Appleton-Century-Crofts.

    Google Scholar 

  • Skinner, B. F. (1974). About behaviorism. New York: Knopf.

    Google Scholar 

  • Skinner, B. F. (1977a, September). Between freedom and despotism. Psychology Today, pp. 80–91.

    Google Scholar 

  • Reprinted as “Human behavior and democracy” in B. F. Skinner (1978), Reflections on behaviorism and society (pp. 3–15), Englewood Cliffs, NJ: Prentice-Hall.

    Google Scholar 

  • Skinner, B. F. (1977b). Why I am not a cognitive psychologist. Behaviorism, 5(2), 1–10.

    Google Scholar 

  • Reprinted in B. F. Skinner (1978), Reflections on behaviorism and society (pp. 97–112). Englewood Cliffs, NJ: Prentice-Hall.

    Google Scholar 

  • Skinner, B. F. (1978). Are we free to have a future? In B. F. Skinner, Reflections on behaviorism and society (pp. 16–32). Englewood Cliffs, NJ: Prentice-Hall.

    Google Scholar 

  • Skinner, B. F. (1982). Contrived reinforcement. Behavior Analyst, 5, 3–8.

    PubMed  Google Scholar 

  • Skinner, B. F. (1984). The evolution of behavior. Journal of the Experimental Analysis of Behavior, 41, 217–221.

    Article  PubMed  Google Scholar 

  • Slamecka, N. J. (1964). An inquiry into the doctrine of remote associations. Psychological Review, 71, 61–76.

    Article  PubMed  Google Scholar 

  • Slamecka, N. J. (1965). In defense of a new approach to old phenomena. Psychological Review, 72, 242–246.

    Article  PubMed  Google Scholar 

  • Slobin, D. I. (1979). Psycholinguistics (2nd ed.). Glenview, IL: Scott, Foresman.

    Google Scholar 

  • Smith, N. K. (1923). A commentary to Kant’s ‘Critique of pure reason’ (2nd ed, rev. & enlarged). New York: Humanities Press. (1962 reprint)

    Google Scholar 

  • Solso, R. L. (1979). Cognitive psychology. New York: Harcourt Brace Jovanovich.

    Google Scholar 

  • Spelke, E., Hirst, W., & Neisser, U. (1976). Skills of divided attention. Cognition, 4, 215–230.

    Article  Google Scholar 

  • Spence, K. W. (1937). The differential response in animals to stimuli varying within a single dimension. Psychological Review, 44, 430–444.

    Article  Google Scholar 

  • Reprinted in K. W. Spence (1960), Behavior theory and learning: Selected papers (pp. 292–307). Englewood Cliffs, NJ: Prentice-Hall.

    Book  Google Scholar 

  • Spence, K. W. (1940). Continuous versus non-continuous interpretations of discrimination learning. Psychological Review, 47, 271–288.

    Article  Google Scholar 

  • Reprinted in K. W. Spence (1960), Behavior theory and learning: Selected papers (pp. 308–325). Englewood Cliffs, NJ: Prentice-Hall.

    Book  Google Scholar 

  • Spence, K. W. (1952). The nature of the response in discrimination learning. Psychological Review, 59, 89–93.

    Article  PubMed  Google Scholar 

  • Reprinted in K. W. Spence (1960), Behavior theory and learning: Selected papers (pp. 359–365). Englewood Cliffs, NJ: Prentice-Hall.

    Book  Google Scholar 

  • Spence, K. W. (1956). Behavior theory and conditioning. New Haven: Yale University Press.

    Book  Google Scholar 

  • Spence, K. W. (1960). The roles of reinforcement and non-reinforcement in simple learning. In K. W. Spence (1960), Behavior theory and learning: Selected papers (pp. 91–112). Englewood Cliffs, NJ: Prentice-Hall.

    Chapter  Google Scholar 

  • Spiker, C. C., & Cantor, J. H. (1973). Applications of Hull-Spence theory to the transfer of discrimination learning in children. In H. W. Reese (Ed.), Advances in child development and behavior (Vol. 8, pp. 223–288). New York: Academic Press.

    Google Scholar 

  • Stone, C. A., & Day, M. C. (1980). Competence and performance models and the characterization of formal operational skills. Human Development, 23, 323–353.

    Article  Google Scholar 

  • Swift, E. J. (1904). The acquisition of skill in type-writing; a contribution to the psychology of learning. Psychological Bulletin, 1, 295–305.

    Article  Google Scholar 

  • Thomas, W. I. (1951). Social behavior and personality: Contributions of W. I. Thomas to theory and social research (Ed. E. H. Vokart). New York: Social Science Research Council.

    Google Scholar 

  • Thomas, W. I., & Thomas, D. S. (1928). The child in America: Behavior problems and programs. New York: Knopf.

    Google Scholar 

  • Thorndyke, P. W. (1977). Cognitive structures in comprehension and memory of narrative discourse. Cognitive Psychology, 9, 77–110.

    Article  Google Scholar 

  • Tolman, E. C., & Krechevsky, I. (1933). Means-end-readiness and hypothesis—A contribution to comparative psychology. Psychological Review, 40, 60–70.

    Article  Google Scholar 

  • Toulmin, S. (1971). The concept of “stages” in psychological development. In T. Mischel (Ed.), Cognitive development and epistemology (pp. 25–60). New York: Academic Press.

    Google Scholar 

  • Trabasso, T., & Bower, G. H. (1964). Presolution reversal and dimensional shifts in concept identification. Journal of Experimental Psychology, 67, 398–399.

    Article  PubMed  Google Scholar 

  • Tranel, D., & Damasio, A. R. (1985). Knowledge without awareness: An autonomic index of facial recognition by prosopagnosics. Science, 228, 1453–1454.

    Article  PubMed  Google Scholar 

  • Tulving, E. (1974). Cue-dependent forgetting. American Scientist, 62, 74–82.

    Google Scholar 

  • Turing, A. M. (1950). Computing machinery and intelligence. Mind, 59, 433–460.

    Article  Google Scholar 

  • Urbain, C., Poling, A., Millam, J., & Thompson, T. (1978). D-Amphetamine and fixed-interval performance: Effects of operant history. Journal of the Experimental Analysis of Behavior, 29, 385–392.

    Article  PubMed  Google Scholar 

  • Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (Eds. M. Cole, V. John-Steiner, S. Scribner, E. Souberman). Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Waston, J. B. (1926). What the nursery has to say about instincts. In M. Bentley, K. Dunlap, W. S. Hunter, K. Koffka, W. Kohler, W. McDougall, M. Prince, J. B. Watson, & R. S. Woodworth, Psychologies of 1925: Powell Lectures in Psychological Theory (pp. 1–35). Worcester, MA: Clark University Press.

    Google Scholar 

  • Waston, J. B. Webster’s third new international dictionary of the English language (Unabridged). (1981). Springfield, MA: Merriam.

    Google Scholar 

  • Weiner, H. (1969a). Conditioning history and the control of human avoidance and escape responding. Journal of the Experimental Analysis of Behavior, 12, 1039–1043.

    Article  PubMed  Google Scholar 

  • Weiner, H. (1969b). Controlling human fixed-interval performance. Journal of the Experimental Analysis of Behavior, 12, 349–373.

    Article  PubMed  Google Scholar 

  • Werkmeister, W. H. (1948). An introduction to critical thinking: A beginner’s text in logic. Lincoln, NB: Johnsen.

    Google Scholar 

  • White, P. (1980). Limitations on verbal reports of internal events: A refutation of Nisbett and Wilson and of Bern. Psychological Review, 87, 105–112.

    Article  Google Scholar 

  • Wilkening, F., & Anderson, N. H. (1982). Comparison of two rule-assessment methodologies for studying cognitive development and knowledge structure. Psychological Bulletin, 92, 215–237.

    Article  Google Scholar 

  • Wittig, A. F. (1981). Schaum’s outline of theory and problems of psychology of learning. New York: McGraw-Hill.

    Google Scholar 

  • Wolford, G., & Morrison, F. (1980). Processing of unattended visual information. Memory & Cognition, 8, 521–527.

    Article  Google Scholar 

  • Wright, A. A., Santiago, H. C., Sands, S. F., Kendrick, D. F., & Cook, R. G. (1985). Memory processing of serial lists by pigeons, monkeys, and people. Science, 229, 287–289.

    Article  PubMed  Google Scholar 

  • Zettle, R. D., & Hayes, S. C. (1982). Rule-governed behavior: A potential framework for cognitive-behavioral therapy. In P. C. Kendall (Ed.), Advances in cognitive-behavioral research and therapy (Vol. 1, pp. 73–118). New York: Academic Press.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Psychology, West Virginia University, Morgantown, West Virginia, 26506, USA

    Hayne W. Reese

Authors
  1. Hayne W. Reese
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. University of Nevada, Reno, Nevada, USA

    Steven C. Hayes

Rights and permissions

Reprints and permissions

Copyright information

© 1989 Plenum Press, New York

About this chapter

Cite this chapter

Reese, H.W. (1989). Rules and Rule-Governance. In: Hayes, S.C. (eds) Rule-Governed Behavior. Springer, Boston, MA. https://doi.org/10.1007/978-1-4757-0447-1_1

Download citation

  • DOI: https://doi.org/10.1007/978-1-4757-0447-1_1

  • Publisher Name: Springer, Boston, MA

  • Print ISBN: 978-1-4757-0449-5

  • Online ISBN: 978-1-4757-0447-1

  • eBook Packages: Springer Book Archive

Publish with us

Policies and ethics

Search

Navigation