Abstract
Exploratory behavior in infants and animals generally has been viewed in recent years in terms of Berlyne’s learning theory which postulates collative properties for antecedent stimuli and specific hypothetical drive variables. This formulation presents problems mainly because of term ambiguities. An alternative approach treats exploratory behavior as a class of operant behavior that is strengthened by consequent physical stimuli under specifiable setting conditions. The physical stimuli involved are generated by the interaction of an individual with the physical world.
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