The term 'visual perception' covers a very wide range of psychological functions. This title, originally published in 1970, which provides a broad survey of this vast field of knowledge, would have proved a valuable general account for students taking degree courses in psychology at the time. Professor Vernon examines a large number of experiments carried out over the previous twenty years, their findings, the conclusions drawn from them, and - equally important - the still unanswered questions which some of them raised. As the title suggests, Professor Vernon considers that - while much knowledge of the simpler perceptual processes had been gained in laboratory experiments - perhaps too little investigation had been undertaken into the more complex processes which normally determine understanding of and response to environment: the processes of identification and classification that depend to a considerable extent on learning, memory, attention, reasoning and language. An extensive bibliography is provided.

The term 'visual perception' covers a very wide range of psychological functions. This title, originally published in 1970, which provides a broad survey of this vast field of knowledge, would have proved a valuable general account for students taking degree courses in psychology at the time. Professor Vernon examines a large number of experiments carried out over the previous twenty years, their findings, the conclusions drawn from them, and - equally important - the still unanswered questions which some of them raised. As the title suggests, Professor Vernon considers that - while much knowledge of the simpler perceptual processes had been gained in laboratory experiments - perhaps too little investigation had been undertaken into the more complex processes which normally determine understanding of and response to environment: the processes of identification and classification that depend to a considerable extent on learning, memory, attention, reasoning and language. An extensive bibliography is provided.

Originally published in 1957, this book presents a comprehensive account of the factors involved in learning to read and the issues leading to children having difficulties in this area. The text begins by analysing what the child does during the learning process, discussing mistakes and difficulties at each point. Consideration is given to the relative importance of seeing and recognising shapes and their relationships, hearing and pronouncing sounds correctly, and understanding the meanings of words and their phonetic analysis. This leads to a study of the nature of 'reading disability' and its main environmental and innate causes. Methods of remedial teaching and strategies for improving reading are then covered. This book will be of value to anyone with an interest in the development of child psychology and the processes involved in learning to read.

Originally published in 1931, this book presents a history of 'any experimental work ... which throws some light upon the psychology of reading'. Vernon includes experiments on the subject of eye movement and visual perception, as well as investigations into the influence of typographical factors on the ease and speed of reading. This book will be of value to anyone with an interest in the psychological and physiological phenomena pertaining to reading.

Originally published in 1952, this book was built upon a reconsideration of the findings presented in Vernon's 1937 title, Visual Perception. The text puts forward the 'belief and contention that the individual constructs his perceived world as far as possible in accordance with the maintenance of the maximum of stability, endurance, and consistency'. An appendix section and indices are also included. This book will be of value to anyone with an interest in perspectives on the nature of visual perception.

Originally published in 1937, this book presents a comprehensive analysis of the nature of visual perception. The text is divided into four main sections: the first part focuses on tracing the phenomenal development of the perceptual process; the second deals with the relation of the perceptual content to some of the more important affective and quasi-affective individual states; the third discusses the objective structure of the visual field; the fourth briefly describes some aspects of the genetic development of the perceptual content in childhood. An appendix section on the tachistoscope and indices are also included. This book will be of value to anyone with an interest in perspectives on the nature of visual perception.

Originally published in 1971, this book constitutes a scientific enquiry into the basis of reading, and dyslexia. Professor Vernon considers visual perception, reasoning, motivation, and outlines work in psycholinguistics in order to define the basic psychological processes involved in learning to read. She also discusses the problem of specific developmental dyslexia, and concludes that the basic deficiency may lie in the processes of conceptual reasoning between the sequence of printed and 'sounded' letters. A fundamental disfunction of the brain is also seen as a possibility. She stresses the importance of early recognition and remedial treatment of reading difficulties, since these may be alleviated, if not entirely overcome, by suitable treatment.

Motivation is the hidden urge within us which impels us to behave in certain ways. This urge may be purely instinctive, like the need for food, it may arise from a rational decision to achieve a certain end or it may be the result of a combination of both these factors. Motivation is difficult to study directly, and its nature has to be inferred from a range of indirect sources. It develops in childhood, and from then on it is a vital part of our everyday experience. First published in 1969, Professor Vernon's book is an exposition of the fundamental psychology of human motivation, as opposed to motivational processes in animals, with which most books at the time of publication dealt. The principal effects of motivational frustration and conflict are also discussed. Experimental evidence is introduced whenever possible. The author has here drawn on her considerable experience as a lecturer and teacher to provide students with a sound basic knowledge of this important topic in psychology.