International Journal of Comparative Psychology

History has revealed time and time again that science is moved forward by revolutions that pit one point of view, theory, or methodology, against an opposing view. During calmer times, however, we as researchers are left to our own devices and settle into our work with little thought to the world around us. The field of learning and memory has been privy to many such revolutions in the past but has yet to form a cohesive, modern message. Grau and Joynes suggest that our strong ties to the past are to blame for a lack of progression in the field. We agree and add that the focus of the field on two extreme ends of a continuum has also held us back; suggesting that research that goes on in the middle of the continuum may be the key to leading the field out of its rut.