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Reviews the book Theories of Learning, by Ernest R. Hilgard (see record 2005-05010-000). This is a “middle” book. It has the advantages and disadvantages of being in between. It is half way between the undergraduate and graduate level. Thus it can be used profitably at either level, but must be supplemented at each. Although the writing is clear and simple, only the most advanced undergraduates will have enough background to achieve good understanding without carefully planned supplementary readings and lectures. At the same time, most teachers at the graduate level will want to go beyond this book with assignments from original materials and more detailed discussions. At both levels, the suggested readings at the end of each chapter will be helpful. This book is also somewhere between a completely impartial survey and a polemic treatise that sets out to make a case against stimulus-response theories and for field-cognitive ones. Finally, it is a middle-sized book. The topics covered and the pages devoted to each are as follows: Introduction, 18; Thorndike, 32; Guthrie, 24; Hull, 40; Skinner, 30; Current Functionalism, 31; Gestalt, 32; Lewin, 25; Wheeler, 27; Tolman, 33; Theories Influenced by Field Conceptions, 31; A Point of View, 37; and References, 34. (PsycINFO Database Record (c) 2006 APA, all rights reserved)
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