Originally published in 1957, the primary aim of this study was to shed light upon the logical character of the psychology of perception. D.W. Hamlyn begins by delimiting the field of psychological inquiry into perception, then gives a detailed account of the types of explanation appropriate in the field. He maintains that these explanations have certain important peculiarities which distinguish them from other scientific inquiries. In view of the central importance of Gestalt Theory in this field an account is given of its origins, and its main features are critically discussed. The work should still be of considerable interest to both philosophers and psychologists, as well as to all those interested in the relations between the two subjects.
This book is available either individually, or as part of the specially-priced Arguments of the Philosphers Collection. The purpose of this series is to provide a contemporary assessment and history of the entire course of philosophical thought. Each book constitutes a detailed, critical introduction to the work of a philosopher of major influence and significance. It is sometimes said of Schopenhauer that he was not a very systematic thinker, but in the main structure of Schopenhauer’s major work Das Welt als Wille und Vorstellung is really quite clear, and contains a continuous argument which takes in the bulk of his philosophy. This volume looks at Schopenhauer's works.
This volume examines some of the arguments that have been put forward over the years to explain the way in which understanding is acquired. The author looks firstly at the empricist thesis of genesis without structure, and secondly at the opposing theory, represented by Chomsky of structure without genesis. He considers that Piaget's account is flawed, however, by its biological model and by its failure to deal adequately with the problem of objectivity. The book provides a general understanding of the principles that make it possible, and the differences between the ways in which they work at different stages.
First published in 1983, Perception, Learning and the Self is a collection of essays demonstrating the incompleteness of the information-processing model in cognitive psychology and the connection between epistemic factors and social conditions in the making of the self. It is suggested that any framework employed to view cognition must be an essentially social one, in which knowers are seen as selves who are agents with feelings and attitudes. Professor Hamlyn argues that, by failing to acknowledge this social element, the information-processing model presents an overly simplistic view of the systems that underlie cognition, and thus is liable to distort what is at stake. Professor Hamlyn considers the contributions of a number of major psychologists to this area of study, including James Gibson, Jean Piaget and Sigmund Freud. This book will be of interest to students of philosophy and psychology.
An introduction to metaphysics concentrating on central metaphysical concepts and problems. Includes the principles of ontology, substance, particulars and universals, monism and pluralism, space and time, minds, self and personal identity.
This volume examines some of the arguments that have been put forward over the years to explain the way in which understanding is acquired. The author looks firstly at the empricist thesis of genesis without structure, and secondly at the opposing theory, represented by Chomsky of structure without genesis. He considers that Piaget's account is flawed, however, by its biological model and by its failure to deal adequately with the problem of objectivity. The book provides a general understanding of the principles that make it possible, and the differences between the ways in which they work at different stages.
First published in 1961, Sensation and Perception aims to cast light upon the nature of perception itself. This, the author believes, can be achieved only through an understanding of the concepts of sensation and perception. A survey of the principal attempts to arrive at such an understanding brings out the fact that perception has most often been assimilated to sensation or judgment. The author believes that both of these views are wrong but that an attention to the history of thought can provide an explanation of the temptation to accept them. A final chapter gives the author’s own views on the nature of sensation and perception. As such it would be of interest both to philosophers and to those psychologists who are concerned with the nature of perception.
Originally published in 1957, the primary aim of this study was to shed light upon the logical character of the psychology of perception. D.W. Hamlyn begins by delimiting the field of psychological inquiry into perception, then gives a detailed account of the types of explanation appropriate in the field. He maintains that these explanations have certain important peculiarities which distinguish them from other scientific inquiries. In view of the central importance of Gestalt Theory in this field an account is given of its origins, and its main features are critically discussed. The work should still be of considerable interest to both philosophers and psychologists, as well as to all those interested in the relations between the two subjects.
First published in 1983, Perception, Learning and the Self is a collection of essays demonstrating the incompleteness of the information-processing model in cognitive psychology and the connection between epistemic factors and social conditions in the making of the self. It is suggested that any framework employed to view cognition must be an essentially social one, in which knowers are seen as selves who are agents with feelings and attitudes. Professor Hamlyn argues that, by failing to acknowledge this social element, the information-processing model presents an overly simplistic view of the systems that underlie cognition, and thus is liable to distort what is at stake. Professor Hamlyn considers the contributions of a number of major psychologists to this area of study, including James Gibson, Jean Piaget and Sigmund Freud. This book will be of interest to students of philosophy and psychology.
This book is available either individually, or as part of the specially-priced Arguments of the Philosphers Collection. The purpose of this series is to provide a contemporary assessment and history of the entire course of philosophical thought. Each book constitutes a detailed, critical introduction to the work of a philosopher of major influence and significance. It is sometimes said of Schopenhauer that he was not a very systematic thinker, but in the main structure of Schopenhauer’s major work Das Welt als Wille und Vorstellung is really quite clear, and contains a continuous argument which takes in the bulk of his philosophy. This volume looks at Schopenhauer's works.
D.W. Hamlyn presents a history of the great philosophical thinkers and their responses to the profound problems involved in trying to understand the world and our place in it.
The majority of undergraduate texts in invertebrate zoology (of which there are many) fall into one of two categories. They either offer a systematic treatment of groups of animals phylum by phylum, or adopt a functional approach to the various anatomical and physiological systems of the better known species. The Invertebrates is the first and only textbook to integrate both approaches and thus meet the modern teaching needs of the subject. This is the only invertebrate textbook to integrate systematics and functional approaches. The molecular systematics sections have been completely updated for the new edition. Strong evolutionary theme which reflects the importance of molecular techniques throughout. Distills the essential characteristics of each invertebrate group and lists diagnostic features to allow comparisons between phyla. New phyla have been added for the new edition. Stresses comparisons in physiology, reproduction and development. Improved layout and illustration quality. Second edition has sold 14000 copies. Nature of the first edition: 'Students will like this book. It deserves to succeed.
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