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By George E. Butterworth (auth.), Paul van Geert, Leendert P. Mos, William J. Baker (eds.)

ISBN-10: 1475791941

ISBN-13: 9781475791945

ISBN-10: 1475791968

ISBN-13: 9781475791969

As a stick with as much as quantity 7, members proceed to discover the most recent advancements in developmental psychology. right here, researchers specialise in the combination of concept and examine and evaluates theoretical development and complicated examine. carrying on with with the winning structure of earlier volumes in Annals of Theoretical Psychology, quantity 10 offers 4 significant contributions-each observed through commentaries and replies to commentaries.

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Reprinted in J. B. S. Haldane (1954), Introducing Douglas Spalding. ] Walk, R. D. (1978). Depth perception and experience. In H. Pick & R. D. ), Perception and experience (pp. 77-103). New York: Plenum. 1 From Perception to Conception 1 Jean M. Mandler As I began to read George Butterworth's chapter, I thought that surely we were going to disagree. He begins by espousing Gibson's 'direct realism' theory of perception, a theory that I have not found to be particularly helpful in my quest to understand the conceptual foundations of the mind.

However, once empiricists try to explain how knowledge is based on perception they come perilously close to subverting their own position. They quickly resort (for the kinds of reasons listed above) to representational theory - for they eventually invoke stored knowledge (derived from past experience) to explain percelvmg. I think it is fair to say that the empiricists' version of representational theory has been predominant in the recent history of psychology. In so far as the empiricists can be taken as the proper representatives ofrepresentationalism, there does seem to be a clear sense in which developmental evidence is relevant to perceptual theory.

But the child is not primarily concerned with this end. The fallacy of representationalism is to suppose that spying on the world could somehow be the fundamental point. Intelligence gathering has its pI ace, and even children need to be prepared for impending developments. But babies are also engaged in serious business. They are al ready doing things 'for real. ' References Barnard, S. T. (1983). Interpreting perspective images. Artificiallnte//igence, 21, 435-462. Benedict, R. (1934). Patterns ojculture.

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Annals of Theoretical Psychology by George E. Butterworth (auth.), Paul van Geert, Leendert P. Mos, William J. Baker (eds.)

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