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160 N.R. Maier. Reasoning in humans. – Journal of ComparativePsychology 1930, v. 10, p. 116.

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162 M.E. Bulbrook. An experimental inquiry into the existence andnature of insight. – The Amerikan Journal of Psychology, 1932, v. 44, N 3, p. 409– 453.

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164 K. Dunker. Op. cit., S. 77.

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172 L. Székely. Studien zur Psychologie desDenkens: Zur Topologie des Einfalls. – Acta Psychologica, 1940,v. 5.

173 L. Székely, Knowledge and thinking. - Acta Psychologica, 1950,v. 7, N 1.

174 H.G. Birch and H.S. Rabinowitz. The negative effect of previousexperience on productive thinking. – Journal of experimentalpsychology, 1961, v. 41, N 2.

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176 A.S. Luchins and E.H. Luchins. New experimental attempts atpreventing mechanization in problem solving. – Journal of general Psychology,1950, v. 42, p. 279.

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178 J.. Watson. Psychology as the behaviorist views it. — Psychological Review, 1913, v.XX, N 1.

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180 F lder. Trends in cognitive theory. — In: Contemporary approaches tocognition Harvard University Press, 1957, p. 203.

181 W.S. Hunter. The symbolic process. — Psychological Review, 1925,v.32,p 153.

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183 .L. Hull. Simple trial-and-error learning, a study inpsychological theory. — Psychological Review, 1930, v. 37, N 3, p. 242.

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185 .W. Sn. The postulates and methods of behaviorism.— The PsychologicalReview, 1948, v. 55, N 2, p. 74 — 75.

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187 J.B. Watson. Psychology from the standpoint of a behaviorist 2edt. Philadelphia and London, 1924, p. 346.

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189 .. ndler. Learning, development and thinking. — In: Fundamentals of psychology:the psychology of thinking. Annals of New York Academy of Sciences, 1960, vol.91, Art. 1, p. 53.

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191 H.S. Jennings. Behavior of the lower organisms. New York, 1906,p. 177.

192 F. Boswell Trial and error learning. — Psychological Review. 1947, v.54, N 5, p 285 —286.

193 E. Girden. Conditioning and problem-solving behavior.— American Journalof Psychology, 1938, v LI, N 3, p. 677.

194 W.N. Kellog and I.S. W1f. Hypotheses and random activityduring the conditioning of dogs. — Journal of experimental Psychology, 1940, v. 26, N 6, p.588.

195 .W. Mowrer. Learning theory and personality dynamics. Urbana,1950, p. 232.

196 . .L. Hull. Sipmie qualitative discrimination learning—Psycholo­gicalReview, 1950, v. 57, N 5, p. 303.

197 H.. ndlr and .S. ndler. Vertical and horizontal processes.in problem solving. —Psychological Review, 1962, v. 69, N 1, p. 6.

198 .L. Hull. Principles of behavior. New York — London, 1943, p. 21.

199 . J.M.L. Hunter. Discrimination learning and transpositionbeha­viour of rats ina water tank apparatus. — Quarterly Journal of Experimental Psychology, 1952, v. IV, part3, p. 91.

200 . H.F. rlw. The formation of learning sets. — Psychological Review, 1949, v.56. N 1, p. 59.

201 . L.S. Reid. The development of noncontinuity behavior throughcontinuity learning. — Journal of Experimental Psychology, 1953, v. 36, N 2, p.107.

202 .L. Hull. Knowledge and purpose as habit mechanisms.—Psycholo­gicalReview, 1930; v. 37. N 6, p. 523.

203 .L. ull. Conditioning: outline of a systematic theory oflearning. — In: 41stYearbook of National Society for the Study of Education, 1942, Part II, p.90.

204 .L. Hull. Goal attraction and directing ideas conceived as habitphenomena. —Psychological Review, 1931, v. 38, N 6, p. 487.

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206 .L. Hull. A behavior system; New Haven, Iale,.University Press,1952, p. 350.

207 . . L. Hull. Knowledge and purpose as habit mechanisms.— Psy­chological Review, 1930, v. 37, N6, p. 517.

208 J.P. Seward, R. . Jones and S. Summers. A further test ofreasoning in rats, — American Journal of Psychology, 1960, v. 73, N 2,p.290.

209 Ch.E. Osgood. A behavioristic analysis of perception and languageas cognitive phenomena. — In: Contemporary approaches to cognition. Cam­bridge, Harvard University Press,1957, p. 99.

210 .L. Hull. The concept of the habit-family hierarchy and mazelear­ning.— PhychologicalReview, 1934, v. 41, N 1, 2.

211 .L. Hull. Simple trial and error learning — an empiricalinvestiga­tion.— Journal ofComparative Psychology. 1939, v 27, N 2, p 233.

212 A.. . ­ — . ­ . , 1950, . 57.

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214 .L. ull. The coricept of the habit family hierarchy and mazelear­ning.— PsychologicalReview. 1934, v. 41, N 2, p 147 — 148.

215 .L. Hull. The mechanism of the assembly of behavior segments inno­vel combinationssuitable for problem solution. — Psychological Review, 1935, v. 42, N 3, p 244.

216 .. Kendler and .S. endler. Inferential behavior inpresc­hool children— Journal ofExperimental Psychology, 1956, v. 51, N 5, p. 311. . : .S. Kendler and.. endler. Inferential behavior in chil­dren. II. The influence of orderof presentation. —Journal of Experimental Psychology, 1961, v. 61, N 5, p. 442.

217 I. Maltzman. Thinking: from a behavioristic point of view.— Psy­chological Review, 1955, v. 62, N4, p. 275.

218 .. Tresselt and D.S. Leeds. The Einstellung effect inimmedia­te and delayedproblem solving. —Journal of General Psychology, 1953, v. 49, p 87.

219 A.S. Luhins. Mechanisation in problem solving. — Psychological Monographs,1942, vol. 54, N 248.

220 A.J. Judsn, .W. fer and S. Gelfand. Reasoning as anas­sociative process.II Direction in problem solving as a function of prior rein­forcement of lelevant responses.— PsychologicalReports, 1956, v. 2, p. 501.

221 A.W. Staats Verbal and instrumental response-hierarchies andtheir relationship to problem-solving. — American Journal ofPsychology, 195, v. 70, N 3, p. 443.

222 . Duneker. Zur Psychologie des productiven Denkens Berlin,1935.

223 W.E. Weaver and E.H. Madden. Direction in problem solving.— Journal ofPsychology, 1949, v. XXVII, p 331.

224 Ch.N. Cofer Reasoning as an Associative Process. III. The Role ofVerbal Responses in Problem Solving. — Journal of General Psychology,1957, v. 57,p 55.

225 R.. Gagné and L.T. Brown. Some factors inthe programming of conceptual learning — Journal of ExperimentalPsychology, 1961, v. 62, N. 4.

226 R.. Gagné and L.. rwn. Op. cit., p. 320.

227 .R. Bugelski and D.P. Sharlk. An experimentaldemonstra­tion ofunconscious mediated association. — Journal of Experimental Psycholo­gy, 1952, v 44, N 5, p.334.

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229 W.A. Russell and L.H. Storms. Implicit verbal chaining inpaired-associate learning. — Journal of experimental Psychology, 1955, v. 49, N 4, p.287.

230 Ch.N. Cofer and J.P. Fle. Mediated generalization and theinter­pretation ofverbal behavior I Prolegomena — Psychological Review, 1942, v. 49, N 6, p 513; II. Experimentalstudy of certain homophone and synonym gradients — Journal of ExperimentalPsychology, 1943, v. 32, N 2, p. 168.

231 N.E. Miller and J.Dllard. Social learning and imitation. NewHaven, Yale University Press, 1941.

232 . Diven. Certain determinants in the conditioning of anxietyreac tion. — TheJournal of Psychology, 1937, First half, v. 3, p. 291.

233 A.E. Gss. A stimulus-response analysis of the interaction ofcue-pro ducing and instrumental responses. — Psychological Review, 1955, v.62 N 1, p 20.

234 .L. ull. Quantitative aspects of the evolution of concepts.— Psycho­logical Monographs, 1920, N123.

235 . Heidbreder. The attainment of concepts. — Journal of General Psychology,1946, v 35, First half; Journal of Psychology, 1949, v 27, First half, Secondhalf.

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237 . Dattman and H. Israel. The order of dominance amongconcep­tual capacitiesan experimental test of Heidbreder's hypothesis. — Journal of Psychology, 1951, v31, Second half.

238 H Reed Factors influencing the learning an retention of concepts.— Journal ofExperimental Psychology, 1950, v. 40, N 4.

239 . Hovland and W Weiss. Transmission of infoimation concerningconcepts through positne and negative instances. — Journal of ExperimentalPsychology, 1953, v. 45, 3.

240 R. urtz and . vland. Concept learning with differencesequen­ces ofinstances. — Journalof experimental Psychology, 1956, v. 51, N 4.

241 E. Heidbreder and C. Zimmerman. The attainment of concepts. IX.Semantic efficiency and concept attainment. — Journal of Psychology. 1955,v. 40. p. 325.

242 G. Mandler. Response factors in human learning. — Psychological Review, 1954, v.61, N 4.

243 .J. Underwood. An orientation for research on thinking.— Psycho­logical Review, 1952, v. 59, N3.

244 .. endler and T.S. Kendler. Vertical and horizontalproces­ses in problemsolving. —Psychological Review, 1962, v. 69, N 1, p. 1.

245 J.D. Fenn and A.E. Gss. The role of mediating verbal repsonscsin the conceptual sorting behavior of normals and paranoid schizophrenics.— Journal of GeneticPsychology, 1957, v. 90, p. 59; J.E. Carrey and A.E. Gss. The role ofmediating verbal responses in the conceptual sorting beha­vior of children. — Journal of Genetic Psychology,1957, v. 90, p. 69; . Lacey and A.E. Gss. Conceptual block sorting as afunction of number, pat­tern of assignement and strength of labeling responses.— Journal of GeneticPsychology, 1959, v. 94, p. 221.

246 .S. Mayzner and M E.Tresselt Verbal concept attainment function of the number and strength of positive instances presented— Journal ofPsychology, 1962, v. 53, Second half, p. 469.

247 , 100 86 ­ , 11 25. .

248 .: .. Kendler, S. Glucksberg and R. estn. Perception andmediation in concept learning. — Journal of Experimental Piychology, 1961, v. 61, N 2, p. 186.

249 J. Piaget. Recherche. Lausanne, 1918. .:J.. Flavll. Historical and bibliographical note. — In: Thought in the Young Child.Report of a Conference on Intellectual Development with particularatten­tion to the workof Jean Piaget. Ed. by W. Kessen and W. Kuhlman. Mono­graphs of the Society for Researchin Child Development, 1962, vol. 27, N 2, Serial N 83, p. 6 — 7; J. Piaget. Autobiography.— In: History ofpsychology in autobiography. Ed. by . Boring and oth. Vol. 4, pp. 6— 7. dark UniversityPress, 1952, p. 242.

250 E. Durkheim. Les formes elementaires de la vie religieuse. Lessys-temes totemiques en Australie. Paris, 1912, p. 21.

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