THINKING THINKING An Introduction to its Experimental Psychology GEORGE HUMPHREY Director of the Institute of Experimental Psychology and Professor of Psychology in the University of Oxford LONDON METHUEN CO. LTD. NEW YORK JOHN WILEY SONS INC, PREFACE THIS BOOK WAS begun in 1934 at the suggestion of Professor F. C. Bartlett. 1 The first draft was practically finished when war broke out, and for various reasons the book had to be laid aside for nearly ten years. The whole manuscript has now been revised and a good deal of it rewritten. Those who have read the manuscript in duplicated form at various stages have made many suggestions about its content. Some, for instance, have urged that the section on the Wiirzburgers, which now occupies three chapters, should be deleted or at least shortened. Others have been equally urgent that these chapters should be left intact. With the exception of some pruning where the argument seemed to have become diffuse, the Wiirzburg chapters have been left substantially as they were originally written, and for the following reasons. The contribution of this group still stands in its own right as the most massive, sustained, and acute experimental attack on the problem of thought. It is true that the vocabulary, and behind it the general theory, employed by these men is now out of date, and that for this reason their work often seems arid and devoid of significance for modern psychology. But actually they were concerned with a set of general problems that are still very much alive to-day. Of these, the most important can thus be stated Can organic response be reduced without remainder to response strictly correlated with individual receptors The problem hasa long history and is still being debated. At the present time, for example, Hull and his pupils are maintaining a theory of behaviour built on the foundations laid by Pavlov, and which maintains that behaviour can be explained in terms of funda mentally unchanged motor response to specific receptoral stimula tion. 2 The controversy concerning imageless thought debated the same problem, couched, however, in terms of experience. The Wiirzburgers were concerned with the question whether Experience can be built up out of experiences referable to particular sense modalities. The problem is the same, though the co-ordinates have been changed. In the same way, the Wiirzburg workers found it 1 Now Sir Frederic Bartlett. 2 The controversy over the continuity theory of learning sprang of course from the original theory. For a simple statement, both of Meaning as treated in terms of the referential function and of much of the material collected in this book, see G. Humphrey, 1948, Directed Thinking Dodd Mead. vii viii PREFACE necessary to postulate the Determining Tendencies and the Task to supplement their version of Associationism, which is fundamentally a peripheral hypothesis. The modern counterpart is the Motive, which has been extensively investigated during the past twenty years, and which sprang out of exactly the same difficulty as theirs. Thus, in addition to its intrinsic merit, the work of the Wurzburgers gives a kind of preview of work which is central for modern experi mental thinking. No apology should be necessary for treating it in some detail. It may be added that the original sources of both the Wurzburgers work and that of their successor, Selz, are becoming increasinglydifficult to obtain. Another point of criticism has been the treatment of meaning which, in the original writing, was described by the use of the term referential function. This appeared to be at least a neutral term, stating the facts if it did not illuminate them. However, it now seems fairly clear that many of the difficulties that have surrounded the concept of meaning grew up at a time when psychologists had almost forgotten that a human being is a biological system living in a bio logical environment...

Routledge is now re-issuing this prestigious series of 204 volumes originally published between 1910 and 1965. The titles include works by key figures such asC.G. Jung, Sigmund Freud, Jean Piaget, Otto Rank, James Hillman, Erich Fromm, Karen Horney and Susan Isaacs. Each volume is available on its own, as part of a themed mini-set, or as part of a specially-priced 204-volume set. A brochure listing each title in the "International Library of Psychology" series is available upon request.

First Published in 1999. Routledge is an imprint of Taylor & Francis, an informa company.

Although widely taught to undergraduates, teachers, managers and adult students, practical work and demonstrations in social psychology were often found very difficult to carry out satisfactorily. Originally published in 1962, this book presented for the first time a series of experiments which would work in a classroom setting: some are modified versions of classical experiments, others were new. Several experiments are presented, together with discussion of their background and implications, in each of a number of central areas of social psychology. Each topic has been covered by a different author, who has carried out research in the area in question, and is experienced in demonstrating the main experimental facts in practical class work. The editors have written a challenging introduction, in which some of the basic issues involved in experimental work in social behaviour are raised.

Although widely taught to undergraduates, teachers, managers and adult students, practical work and demonstrations in social psychology were often found very difficult to carry out satisfactorily. Originally published in 1962, this book presented for the first time a series of experiments which would work in a classroom setting: some are modified versions of classical experiments, others were new. Several experiments are presented, together with discussion of their background and implications, in each of a number of central areas of social psychology. Each topic has been covered by a different author, who has carried out research in the area in question, and is experienced in demonstrating the main experimental facts in practical class work. The editors have written a challenging introduction, in which some of the basic issues involved in experimental work in social behaviour are raised.

This scarce antiquarian book is a selection from Kessinger Publishing's Legacy Reprint Series. Due to its age, it may contain imperfections such as marks, notations, marginalia and flawed pages. Because we believe this work is culturally important, we have made it available as part of our commitment to protecting, preserving, and promoting the world's literature. Kessinger Publishing is the place to find hundreds of thousands of rare and hard-to-find books with something of interest for everyone!

This is an EXACT reproduction of a book published before 1923. This IS NOT an OCR'd book with strange characters, introduced typographical errors, and jumbled words. This book may have occasional imperfections such as missing or blurred pages, poor pictures, errant marks, etc. that were either part of the original artifact, or were introduced by the scanning process. We believe this work is culturally important, and despite the imperfections, have elected to bring it back into print as part of our continuing commitment to the preservation of printed works worldwide. We appreciate your understanding of the imperfections in the preservation process, and hope you enjoy this valuable book.

THINKING THINKING An Introduction to its Experimental Psychology GEORGE HUMPHREY Director of the Institute of Experimental Psychology and Professor of Psychology in the University of Oxford LONDON METHUEN CO. LTD. NEW YORK JOHN WILEY SONS INC, PREFACE THIS BOOK WAS begun in 1934 at the suggestion of Professor F. C. Bartlett. 1 The first draft was practically finished when war broke out, and for various reasons the book had to be laid aside for nearly ten years. The whole manuscript has now been revised and a good deal of it rewritten. Those who have read the manuscript in duplicated form at various stages have made many suggestions about its content. Some, for instance, have urged that the section on the Wiirzburgers, which now occupies three chapters, should be deleted or at least shortened. Others have been equally urgent that these chapters should be left intact. With the exception of some pruning where the argument seemed to have become diffuse, the Wiirzburg chapters have been left substantially as they were originally written, and for the following reasons. The contribution of this group still stands in its own right as the most massive, sustained, and acute experimental attack on the problem of thought. It is true that the vocabulary, and behind it the general theory, employed by these men is now out of date, and that for this reason their work often seems arid and devoid of significance for modern psychology. But actually they were concerned with a set of general problems that are still very much alive to-day. Of these, the most important can thus be stated Can organic response be reduced without remainder to response strictly correlated with individual receptors The problem hasa long history and is still being debated. At the present time, for example, Hull and his pupils are maintaining a theory of behaviour built on the foundations laid by Pavlov, and which maintains that behaviour can be explained in terms of funda mentally unchanged motor response to specific receptoral stimula tion. 2 The controversy concerning imageless thought debated the same problem, couched, however, in terms of experience. The Wiirzburgers were concerned with the question whether Experience can be built up out of experiences referable to particular sense modalities. The problem is the same, though the co-ordinates have been changed. In the same way, the Wiirzburg workers found it 1 Now Sir Frederic Bartlett. 2 The controversy over the continuity theory of learning sprang of course from the original theory. For a simple statement, both of Meaning as treated in terms of the referential function and of much of the material collected in this book, see G. Humphrey, 1948, Directed Thinking Dodd Mead. vii viii PREFACE necessary to postulate the Determining Tendencies and the Task to supplement their version of Associationism, which is fundamentally a peripheral hypothesis. The modern counterpart is the Motive, which has been extensively investigated during the past twenty years, and which sprang out of exactly the same difficulty as theirs. Thus, in addition to its intrinsic merit, the work of the Wurzburgers gives a kind of preview of work which is central for modern experi mental thinking. No apology should be necessary for treating it in some detail. It may be added that the original sources of both the Wurzburgers work and that of their successor, Selz, are becoming increasinglydifficult to obtain. Another point of criticism has been the treatment of meaning which, in the original writing, was described by the use of the term referential function. This appeared to be at least a neutral term, stating the facts if it did not illuminate them. However, it now seems fairly clear that many of the difficulties that have surrounded the concept of meaning grew up at a time when psychologists had almost forgotten that a human being is a biological system living in a bio logical environment...

25 stories retold from Luke's Gospel, matched by 25 very sympathetic contemporary stories, covering related themes, about the Robinson family, parents Steve and Kate and their children Peter, Sarah and Jemma. By hearing one of Luke's stories and then a story about the Robinsons, children will: become familiar with some of the best stories from the Bible; realise that the Bible is not just about things that happened 2000 years ago to people living 3000 miles away, but that it also deals with issues that affect people today; learn that ordinary families have problems that they can often solve with understanding and patience; and begin to appreciate that the Bible can help young people today. The stories are primarily intended for school use but could also be used as talks in the context of junior church. A brief prayer is included for use at school assemblies.

A comprehensive look at Williamsburg's evolution and important role in defining our understanding of 18th-century America Today best known as the world's largest "living history" museum, Williamsburg was the capital of the colony of Virginia in the 1700s and the setting for key debates leading to the American Revolution. Inspired by growing interest in America's colonial heritage, W. A. R. Goodwin, supported by John D. Rockefeller, Jr., initiated a major restoration in the 1920s and 1930s that has allowed visitors to see how Williamsburg looked in the 18th century. Restoring Williamsburg expands on Williamsburg Before and After, a now-classic book with more than 200,000 copies in print, offering an updated and nuanced look at the continuing process of restoration. In addition to capturing moments throughout the site's transformation, the book offers important considerations about modern curatorial practices and changing approaches to historic preservation. Lavishly illustrated with more than 350 photographs, watercolors, sketches, maps, and other illustrations, Restoring Williamsburg features new images from both before and after the restoration. This is an important contribution not only to architectural history and restoration practices but also to our understanding of the town that continues to inspire Americans to think about their history. Distributed for The Colonial Williamsburg Foundation