By Bermudez J.L.

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I would like to record my thanks to the teaching assistants who have worked with me on this course: Juan Montaña, Tim Oakberg, Adam Shriver, and Isaac Wiegman. And also to Kimberly Mount, the PNP administrative assistant, whose help with the figures and preparing the manuscript is greatly appreciated. A number of students from my Spring 2009 PNP 200 class contributed to the glossary. It was a pleasure to work with Olivia Frosch, Katie Lewis, Juan Manfredi, Eric Potter, and Katie Sadow. Work on this book has been made much easier by the efforts of the Psychology textbook team at Cambridge University Press – Raihanah Begum, Catherine Flack, Hetty Reid, Sarah Wightman, and Rachel Willsher (as well as to Andy Peart, who signed this book up but has sinced moved on).

Xxxiv ACKNOWLEDGEMENTS FOR THE SECOND EDITION I am very grateful to my colleagues in the Office of the Dean at Texas A&M University, particularly my administrative assistant Connie Davenport, for helping me to carve out time to work on the second edition of the textbook. T. J. Kasperbauer has been an excellent research assistant, providing numerous improvements to the text and supporting resources and helping me greatly with his deep knowledge of cognitive science. It has been a pleasure to work once again with Hetty Marx and Carrie Parkinson at Cambridge University Press.

Tolman showed that this is not the right way to think about what happens when rats learn to run mazes. Lashley made the far more general point that this seems to be completely the wrong way to think about many complex behaviors. Think of the complicated set of movements involved in uttering a sentence of English, for example. Or playing a game of tennis. In neither of these cases is what happens at a particular moment solely determined by what has just happened – or prompted by what is going on in the environment and influencing the organism.

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