16 found
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  1.  55
    Contrasting approaches to a theory of learning.Timothy D. Johnston - 1981 - Behavioral and Brain Sciences 4 (1):125-139.
    The general process view of learning, which guided research into learning for the first half of this century, has come under attack in recent years from several quarters. One form of criticism has come from proponents of the so-called biological boundaries approach to learning. These theorists have presented a variety of data showing that supposedly general laws of learning may in fact be limited in their applicability to different species and learning tasks, and they argue that the limitations are drawn (...)
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  2.  19
    Development and the origin of behavioral strategies.Timothy D. Johnston - 1984 - Behavioral and Brain Sciences 7 (1):108.
  3.  29
    Conceptions of development and the evolution of behavior.Gilbert Gottlieb, Timothy D. Johnston & Richard P. Scoville - 1982 - Behavioral and Brain Sciences 5 (2):284-284.
  4.  39
    Epigenesis and phylogenesis: Re-ordering the priorities.Timothy D. Johnston & Gilbert Gottlieb - 1981 - Behavioral and Brain Sciences 4 (2):243-244.
  5.  26
    An ecological approach to a theory of learning.Timothy D. Johnston - 1981 - Behavioral and Brain Sciences 4 (1):162-173.
  6.  20
    Genes, interactions, and the development of behavior.Timothy D. Johnston & Laura Edwards - 2002 - Psychological Review 109 (1):26-34.
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  7.  44
    ‘Species-typicality’: Can individuals have typical parts?Timothy D. Johnston - 1981 - Behavioral and Brain Sciences 4 (2):291-292.
  8.  31
    The pre-Darwinian history of the comparative method, 1555–1855.Timothy D. Johnston - 2021 - History and Philosophy of the Life Sciences 43 (4):1-30.
    The comparative method, closely identified with Darwinian evolutionary biology, also has a long pre-Darwinian history. The method derives its scientific power from its ability to interpret comparative observations with reference to a theory of relatedness among the entities being compared. Such scientifically powerful strong comparison is distinguished from weak comparison, which lacks such theoretical grounding. This paper examines the history of the strong comparison permitted by the comparative method from the early modern period to the threshold of the Darwinian revolution (...)
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  9.  22
    Amplifying sociobiology's hollow ring.Timothy D. Johnston - 1987 - Behavioral and Brain Sciences 10 (1):78-79.
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  10.  24
    Concepts of development in the mathematics of cultural change.Timothy D. Johnston - 1982 - Behavioral and Brain Sciences 5 (1):14-15.
  11.  20
    Challenges to an interactionist approach to the study of song development.Timothy D. Johnston - 1988 - Behavioral and Brain Sciences 11 (4):651-663.
  12.  31
    Genes, development, and the “innate” structure of the mind.Timothy D. Johnston - 1994 - Behavioral and Brain Sciences 17 (4):721-722.
  13.  20
    Logical and ecological inadequacies in Macphail's account of intelligence and learning.Timothy D. Johnston - 1987 - Behavioral and Brain Sciences 10 (4):669.
  14.  25
    Misrepresenting the law of effect and ethology as its alternative.Timothy D. Johnston & Jennifer A. Sharp - 1988 - Behavioral and Brain Sciences 11 (3):458.
  15.  27
    On the unmodifiability of views and the innateness of behavior.Timothy D. Johnston - 1991 - Behavioral and Brain Sciences 14 (2):351-352.
  16.  35
    Piagetian stages and the anagenetic study of cognitive evolution.Timothy D. Johnston - 1989 - Behavioral and Brain Sciences 12 (3):600-601.
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