1966年及其后：詹姆斯·吉布森与自下而上理论

IF 1.8 3区心理学 Q3 PSYCHOLOGY, EXPERIMENTAL

Ecological Psychology Pub Date : 2017-07-03 DOI:10.1080/10407413.2017.1330121

A. Costall

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引用次数: 8

摘要

“后来的”詹姆斯·吉布森被广泛误解为一个极端的刺激-反应理论家。事实上，吉布森1966年的书提出了刺激-反应理论的一个激进的替代方案。“感知系统”不是被动的和接受的，而是“主动注意的器官”(1966/1968，第58页)。感知者“伸向”世界。这篇评论考察了吉布森的系统-功能-生态方法的一些含义，包括感官之间的关系;“无感觉”知觉的概念;最根本的是，感知系统的本质延伸到身体之外。我的结论是，对知觉的充分理解不能局限于已经非常有限的心理学领域。如果吉布森是对的，那么“生态心理学”在术语上就是矛盾的。

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1966 and All That: James Gibson and Bottom-Down Theory

ABSTRACT The “later” James Gibson is widely misrepresented as an extreme stimulus–response theorist. In fact, Gibson's 1966 book presents a radical alternative to stimulus–response theory. “Perceptual systems” are not passive and receptive but “organs of active attention” (1966/1968, p. 58). Perceivers “reach out” into the world. This commentary examines some of the implications of Gibson's systems-cum-functionalist-cum-ecological approach, including the relations between the senses; the concept of “sensationless” perception; and most fundamentally, the nature of perceptual systems as extending beyond the body. I conclude that an adequate understanding of perception cannot be limited to the already severely limited domain of psychology. If Gibson is right, “ecological psychology” is a contradiction in terms.

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来源期刊

Ecological Psychology PSYCHOLOGY, EXPERIMENTAL-

CiteScore

3.30

自引率

10.50%

发文量

期刊介绍： This unique journal publishes original articles that contribute to the understanding of psychological and behavioral processes as they occur within the ecological constraints of animal-environment systems. It focuses on problems of perception, action, cognition, communication, learning, development, and evolution in all species, to the extent that those problems derive from a consideration of whole animal-environment systems, rather than animals or their environments in isolation from each other. Significant contributions may come from such diverse fields as human experimental psychology, developmental/social psychology, animal behavior, human factors, fine arts, communication, computer science, philosophy, physical education and therapy, speech and hearing, and vision research.