Guthrie, E. R. (1942). Conditioning: A theory of learning in terms of stimulus, response, and association. In N. B. Henry (Ed.), The forty-first yearbook of the National Society for the Study of Education: Part 2, The psychology of learning (pp. 17-60). Chicago, IL, US: University of Chicago Press.
http://dx.doi.org/10.1037/11335-001
Teachers are expected to take a hand in the learning that goes on in the classroom. They do this in terms of their own habits, habits they have formed as their adaptation to the schoolroom situation, and in terms of those schoolroom devices that they have seen or heard described or have hit upon by accident. A practical book on teaching methods is very different from an essay in psychology. It is more like a cookbook full of tried recipes but without much theory in organic chemistry. Cooking involves chemical reactions at every stage, but training in organic chemistry does not make good cooks. Training in psychology will not make good teachers; but there is no doubt that good teachers can be better for an acquaintance with the general psychology of learning as a means of correcting and guiding teaching practice, just as the chemistry of foods becomes necessary in the food industry where the health of many persons is at stake. It avoids costly waste and errors. A sound psychology furnishes the rationale of good teaching. This chapter examines the following topics: stimulus-response psychology, the principle of association, associative inhibition, forgetting, the effects of repitition, acquiring skills, habit, motivation, reward and punishment, goal behavior, word habit, and Gestalt theory. (PsycINFO Database Record (c) 2016 APA, all rights reserved)