Abstract
Elementary learning is not sensitive to contingencies between presence—absence variates. Even adult subjects, who under optimal conditions are capable of grasping the concept of contingency, normally do not appear to utilize this concept. The available evidence reduces confidence in the realism of clinical judgments, and is consonant with certain widespread fallacies in clinical research.
Keywords
ContingencyPsychologyCognitive psychologyRealismSocial psychologyDevelopmental psychologyEpistemology
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Publication Info
- Year
- 1966
- Type
- article
- Volume
- 7
- Issue
- 1
- Pages
- 265-266
- Citations
- 12
- Access
- Closed
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Cite This
Jan Smedslund
(1966).
NOTE ON LEARNING, CONTINGENCY, AND CLINICAL EXPERIENCE.
Scandinavian Journal of Psychology
, 7
(1)
, 265-266.
https://doi.org/10.1111/j.1467-9450.1966.tb01363.x
Identifiers
- DOI
- 10.1111/j.1467-9450.1966.tb01363.x