Discusses the on-going debate between comparative and behaviorist frameworks in psychology. Advocates a comparative framework and suggests methods to avoid misconceptions about the field. A framework for reorganizing the focus of general psychology and integrating it into a neofunctionalist perspective is included. (DH)

The article responds to three papers (by S. Forness, K. Reid, and W. Kimball and T. Heron) which reacted to two papers by M. Poplin (1988) concerning the reductionist fallacy in learning disabilities and holistic/constructivist principles of the teaching-learning process, with implications for the field of learning disabilities. (DB)

Both applied and conceptual experiments based on Skinner's theory of verbal behavior have led to significant benefits for: (a) persons with language disorders and delays, (b) students who need to bridge the achievement gap, (c) professionals who work with students, and (d) individuals who wish to design functional curricula and pedagogy to meet…