The Cognitive Revolution in psychology was a period during the 1950s and 1960s that involved radical changes in psychology's two main concepts: consciousness and causality. It was also a period that saw the abolition of traditional scientific values ​​of dichotomy and the cult of atomization in science, replacing reductive microdeterministic views of personhood with a holistic top-down view (Overskeid, 2008). The purpose of this essay is to give an account of what constitutes the cognitive revolution and also to evaluate the contributions that the cognitive revolution has made to the scientific study of psychology. The cognitive revolution represents a diametric turning point in science's century-old treatment of mind and consciousness as the contents of conscious experience, whose subjective qualities were discarded as mere causal epiphenomena (Sperry 1993). This paradigm shift has brought with it alternative beliefs about the ultimate nature of things, thus providing new answers to some of humanity's deepest questions. The key assumption of cognitivism is that people have different mental states, each of which can lead to a different response. The manipulation of these different states can be described in terms of the algorithms that have become the defining paradigm of psychology (Sperry 1993). One of the major contributions that cognitivism has had on the study of psychology as a science has come in the form of psychological theories. It brought conditioning theory and comparative psychology back to a position where they recognized the existence of a number of qualitative differences between the psychological processing of humans and animals (Greenwood, 1999). This is the result of the empirical problem... at the heart of the article... a psychology. American Psychologist, 47(2), 308-318Robins RW, Gosling SD & Craik RH (1999) An Empirical Analysis of Trends in Psychology. American Psychologists, 54,(2), 117-128Vosniadou S. (1996) TOWARDS A REVISED COGNITIVE PSYCHOLOGY FOR NEW ADVANCES IN LEARNING AND EDUCATION. Learning and Education,6( 2), 95-109.Sperry R. (1993) The impact and promise of the cognitive revolution. American Psychologist 48 (8) 878-885 Overskeid, Geir. (2008, January 1). They should have thought about the consequences: the crisis of cognitivism and a second chance for behavior analysis. The Free Library. (2008). Retrieved January 1, 2011, from http://www.thefreelibrary.com/They should have thought of the consequences: the crisis of...-a0175445637Newell, A., Shaw, J.C., & Simon, H. (1958). Elements of a theory of problem solving. Psychological review, 84, 231–259.