Abstract
SUMMARYThe discussion on “continuity” or “non-continuity” in discrimination learning in animals has gradually drawn to a close. A retrospective analysis of the discussion and the empirical foundations on which the conflicting viewpoints were based would seem to indicate that when the opponents were forced to specify their theories, these proved difficult or impossible to substantiate experimentally. During this process the theories were brought into close alignment with each other.The author attempts to show that the discussion arose from differences of meaning of theoretical and research-strategical character. The two theories represented two general attitudes to psychological research, attitudes which may still be recognised in current theoretical discussions.
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