The role of thought in human psychology has been approached in different ways throughout history. At times it has been emphasized, while at other times it has remained in the background. With the rise of cognitive psychology, however, the concept of thought has gained a central place in psychotherapies. Yet even before this development, important debates had already taken place regarding the relationship between thought and mental life. According to the American Psychological Association (APA), cognition encompasses processes such as “perception, comprehension, memory, reasoning, judgment, imagination, and problem-solving” (APA Dictionary of Psychology, 2018). Thinking, as part of these processes, is defined as a cognitive activity in which ideas, images, and mental representations are processed.
Behaviorist Approach
With the emergence of modern psychology as an independent scientific discipline, different theoretical orientations came to the fore. Behaviorism, pioneered by Watson, shifted the research focus toward observable behavior, on the grounds that mental processes could not be directly observed (Goldstein & van Hooff, 2011). The fundamental assumption of behaviorist therapies is that human behavior is shaped by learning processes; therefore, treatment should aim at behavior change. From the behaviorist perspective, thought is not studied directly but explained through behavioral analysis. Processes such as remembering, problem-solving, and planning are seen as complex behaviors composed of multiple learned actions (Lattal & Chase, 2013).
Bandura’s social learning theory introduced a new dimension to this view. According to Bandura, learning is not limited to responses to external stimuli; individuals can also learn by observing others’ behavior and interpreting it through cognitive processes (Bandura, 2019; Amsari et al., 2024). This highlighted the role of thought as an integral part of learning.
Cognitive Approach
The reintegration of mental processes into psychology began with Tolman’s concept of “cognitive maps.” In his experiments with rats, Tolman observed that animals could complete a maze even without rewards, suggesting that learning depends not only on reinforcement but also on mental representations (Goldstein & van Hooff, 2011). Discussions around language learning further emphasized the importance of thought. Skinner explained language as a behavior acquired through operant conditioning, while Chomsky argued against this view, claiming that humans possess an innate cognitive capacity for language. For example, a child can produce grammatically correct sentences they have never heard before—something that cannot be explained solely through external reinforcement (Gudmundsson, 2018).
Albert Ellis laid the foundations of cognitive theory by showing that events do not directly cause emotional reactions; rather, our emotions are shaped by how we interpret those events. For instance, an employee receiving criticism may think, “I am incompetent,” and feel intense anxiety, whereas interpreting it as, “This is an opportunity to improve,” leads to a more balanced emotional response. Aaron Beck expanded on this perspective, arguing that emotional disorders stem from negative cognitive schemas formed by past experiences. These schemas trigger negative automatic thoughts. In depression, for example, individuals frequently hold negative thoughts about themselves, their environment, and their future. On the surface, this may appear as automatic thoughts like “Nobody loves me,” while at a deeper level, it reflects core beliefs such as “If I am not loved, I am worthless” (Farmer & Chapman, 2008; Power & Dalgleish, 2015).
Third-Wave Approaches
More recent “third-wave” therapies approach thought in a different way. Instead of trying to change the content of thoughts, these approaches focus on how individuals relate to them. Acceptance and Commitment Therapy (ACT) teaches individuals to observe their thoughts as mental events rather than attempting to alter them (Hashempour & Anand, 2022). A practical example would be a student who thinks, “I will fail.” If they take this thought as an absolute truth, their anxiety increases. ACT, however, encourages the student to step back and reframe it as, “Right now, my mind is telling me that I will fail.” This stance helps the individual act in line with their values without being overwhelmed by their thoughts (Assaz et al., 2018).
Throughout the history of psychology, thought has been understood in different ways. The behaviorist approach focused on observable behavior, cognitive theories brought mental processes back into the center, and third-wave therapies shifted attention to the individual’s relationship with their thoughts. Today, there is broad agreement that thought is a fundamental factor influencing our emotions and behaviors. In psychotherapy, understanding, evaluating, and—when necessary—distancing ourselves from our thoughts plays a crucial role in protecting and enhancing mental health.
References
American Psychological Association. (2018). APA dictionary of psychology. https://dictionary.apa.org
Amsari, D., Wahyuni, E., & Fadhilaturrahmi, F. (2024). The social learning theory Albert Bandura for elementary school students. Jurnal Basicedu, 8(2), 1654-1662.
Assaz, D. A., Roche, B., Kanter, J. W., & Oshiro, C. K. (2018). Cognitive defusion in acceptance and commitment therapy: What are the basic processes of change? The Psychological Record, 68, 405-418.
Bandura, A. (2019). Principles of behavior modification. International Psychotherapy Institute.
Farmer, R. F., & Chapman, A. L. (2008). Behavioral interventions in cognitive behavior therapy: Practical guidance for putting theory into action. American Psychological Association.
Goldstein, E. B., & van Hooff, J. (2011). Cognitive psychology. Independence, KY: Wadsworth Cengage Learning.
Gudmundsson, K. (2018). The Skinner-Chomsky debate. Behavior and Philosophy, 46, 1-24.
Hashempour, F., & Anand, N. (2022). Third-Wave cognitive therapy for the treatment of loss and grief: a clinician’s guide. Routledge.
Lattal, K. A., & Chase, P. N. (Eds.). (2013). Behavior theory and philosophy. Springer Science &Business Media.
Power, M., & Dalgleish, T. (2015). Cognition and emotion: From order to disorder. Psychology Press.