A Neural-Functionalist Approach to Learning

ing,” at the Winter Conference on Learning and Behavior, Winter Park, CO, January, 2001. The research was supported by Grants MH 60157 from the National Institute of Mental Health and NS 41548 from the National Institute of Neurological Disorders and Stroke. The authors would like to thank Kyle Baumbauer and Erin Young (Kent State University) and Kevin Bolding, Anne Bopp, Adam Ferguson, Christine George, Michelle Hook, Russell Huie, Mary Meagher, Mark Packard, and Stephanie Washburn (Texas A&M University) for their comments on this paper and their help in developing the concept of neurofunctionalism. The lead author would also like to acknowledge the indirect contribution made by Mike Domjan, Randy Gallistel, Steve Maier, Bob Rescorla, Paul Rozin, Jerry Rudy, and Bill Timberlake. Many will recognize that the authors have simply sewn together some views that these researchers have advocated for over 20-30 years. While we acknowledge the foundation they provided, they did not review our plans. Accordingly, any angst generated by the views espoused should be directly solely towards the authors. Correspondence should be addressed to J. Grau, Department of Psychology, Texas A&M University, College Station, TX 778434235 U.S.A. ([email protected]). International Journal of Comparative Psychology, 2005, 18, 1-22. Copyright 2004 by the International Society for Comparative Psychology