Abstract
The relative fates of human learning and memory as research topics in psychology were assessed by an analysis of titles published from 1962 to 1982. Publications were classified as “learning” or “memory” on the basis of titular descriptions provided by authors of the respective publications. Results indicated that, whereas researchers in 1962 were predominantly concerned with learning, rather than memory, a significant reversal occurred over the ensuing 10 years (p <.001). The subsequent 10 years, however, may be characterized as a period of stability.
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