The reasons for behaviourism as a philosophy and school of psychology to have fallen out of favour are well known and documented. However, when Newton's view of gravity was replaced by general relativity, his entire works were not then tossed aside as if discredited. But this is, practically speaking, what has happened to behaviourism.
Beahviourism has always focused on learning-based mechanisms (eg, conditioning, role modelling, enculturation) that are highly evidence-based, repeatable, and generalizable. Today, cognitive / computational-model theories dominate many fields, but their explanatory approach rarely considers learning-based theories traditionally associated with behaviourism. Why is that? More specifically, my question is:
Have there been any surveys or studies asking cognitive psychology researchers whether or not they incorporate learning mechanisms in their theories, and why or why not?
A nice article I ran across suggests some reasons why cognitive research may not consider learning mechanisms, but it is purely speculative, with no data to back anything up.
Today, behaviourism continues to thrive in the form of behaviour analysis, and its history is regularly taught as part of introductory psychology courses. However, while other branches of cognitive science often collaborate (as for example cognitive psychology and neuroscience forming cognitive neuroscience), behaviourism's learning models are rarely incorporated into other works. The founding ideologies of the radical version of this school of psychology have long been discredited, but ignoring over a century of highly productive research into an influential branch of cognitive science seems to me like throwing the baby out with the bathwater.
Note: Questions like this tend to attract opinion-based answers, that are discouraged on this forum. Despite the catchy title, I am interested in evidence-based answers, and the bolded question suggests the kind of evidence that could be pertinent.
Note: Examples of well-established cognitive theories with evidence of learning but yet fail to incorporate learning mechanisms in their explanatory approach include: Cognitive dissonance, emotion, self-serving bias, and metacognition.