Titlebook: Meaning and the Growth of Understanding; Wittgenstein’s Signi Michael Chapman,Roger A. Dixon Book 1987 Springer-Verlag Berlin Heidelberg 19

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共同生活

,Wittgenstein’s “Forms of Life”: A Cultural Template for Psychology,The whole of psychology is in search of an orientation. Developmental psychology can hardly be the least of its sub-disciplines in this respect.

decode

Wittgenstein, Psychology, and the Problem of Individuality,wrote, “The confusion and barrenness of psychology is not to be explained by calling it a ‘young science’.” In psychology, he added, “there are experimental methods and .. … The existence of experimental methods makes us think we have the means of solving problems which trouble us; though problem and methods pass one another by” (., p.232e).

卡死偷电

节省

978-3-642-83025-9Springer-Verlag Berlin Heidelberg 1987

Canary

Book 1987ed or credited explicitly. And when he was acknowl­ edged, it was sometimes for reasons that seemed anachronistic and misleading. His influence could be felt in a number of areas of our dis­ cipline, but few scholars seemed to know just how, just where, and to what extent. We discovered, almost acci

Arroyo

On Certainty and Universality in Human Development: Developmental Psychology Between Apriorism and nce of universal developmental phenomena and laws was not questioned and the establishment of a strictly nomothetical developmental psychology modeled on natural science appeared to be a realistic goal worth pursuing.

badinage

,Pedagogical Elements in Wittgenstein’s Late Work, ,,h the thoughts expressed in . will be extended through a pedagogical (and especially a linguistic-pedagogical) element, which has been insufficiently appreciated in previous accounts of these last remarks and of the later work in general (cf. Morawetz, 1978; Svensson, 1981). The following exposition is intended to make up for this deficiency.

Aromatic

Rule-Following, Mental Models, and the Developmental View,theories are not appropriate?” More precisely: “Can there be general theories of . when we understand something or make an inference?” My answer will be the somewhat chauvinistic one that general theories of cognition must have a developmental aspect.

Calculus

,Inner Processes and Outward Criteria: Wittgenstein’s Importance for Psychology,, 1978, this volume), and some comparisons with behaviorism (Day, 1969; Costell, 1980), the relevance of Wittgenstein’s work for psychology as a science has gone largely unnoticed within the profession. The publication of his . in 1980, however, has made this aspect of his thinking more accessible (Baker & Hacker, 1982).