This paper discusses cognitive learning in terms of reinforcement theory and presents arguments suggesting that a viable theory of cognition based on reinforcement principles is not out of the question. This position is supported by a discussion of the weaknesses of theories based entirely on contiguity and of considerations that are more positive in their support of a reinforcement view. A provisional framework for explaining how cognitive activity might guide overt behavior is developed, to strengthen the reinforcement view of cognitive learning. (DP)