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First published in English in 1970, the first chapter of the book
is concerned with conditioned reactions. Jean Francois le Ny
discusses ways in which conditioned reactions are acquired and the
laws governing their function. The second contributor, Gerard de
Montpellier, looks at different types of learning. The varying
processes involved in both animal and human learning are
considered, together with some general factors and mechanisms of
learning. The third section of the book by Genevieve Oleron deals
with the phenomenon of transfer. Among the topics included are the
determination of transfer effects, transfer in perceptual-motor
activities and explanations of transfer. In the final chapter,
Cesar Flores examines memory, forgetting and reminiscence. The
discussion covers methodology, the influence of material, the role
of practice, the part played by attitudes, motivation and emotive
reactions in the memory process, as well as the importance of
organisation of memory tasks on the part of the subject.
First published in English in 1968, Joseph Nuttin contributes the
first chapter, on Motivation. He discusses various aspects of the
motivational process. Such as incentives, conflict, social
motivation, and negative motivation, and describes the mechanism of
the process. The second chapter, by Paul Fraisse, is on the
Emotions. Fraisse examines the nature of the emotions, both on the
behavioural and on the neurophysiological levels, and goes on to
define and discuss moving situations. He shows the different types
of expression an emotional reaction may take, and discusses the
causes of hyper-emotionality. Richard Meili writes on the Structure
of the Personality, showing the importance of the idea of trait in
the psychology of personality. He describes the use of the
factorial method in the analysis of personality, and gives an
account of the beginnings of personality, as well as the different
parts, known as instances, of the total organization of
personality.
First published in English in 1969, the book opens with a chapter
by Pierre Oleron on intellectual activities. These fall into three
groups: inductive activities (the apprehension of laws, relations
and concepts), reasoning and problem solving. It describes typical
methods and essential results obtained by relevant experiments.
There are two chapters by Jean Piaget and his collaborator Barbel
Inhelder. The first, on mental images, breaks new ground: it
describes original experiments carried out by Piaget and associates
with children of various ages. Piaget examines the relations
between images and motor activity, imitation, drawing and
operations. He also classifies images according to their degree of
complexity and show why children have inadequate images of some
processes. The second chapter is on intellectual operations and
Piaget gives a summary of the main findings of a number of his
earlier books, on the child's notions of conservation,
classification, seriation, number, measurement, time, speed and
chance. In the last chapter, Pierre Greco discusses learning and
intellectual structures. He describes the work of psychologists
with rats in mazes and formulating theories of animal learning.
Gestalt psychology and various other interpretations are examined
and Greco also pays attention to Piaget's view of 'structural
learning' based on experience.
First published in English in 1970, the first chapter of the
book is concerned with conditioned reactions. Jean Francois le Ny
discusses ways in which conditioned reactions are acquired and the
laws governing their function.
The second contributor, Gerard de Montpellier, looks at
different types of learning. The varying processes involved in both
animal and human learning are considered, together with some
general factors and mechanisms of learning. The third section of
the book by Genevieve Oleron deals with the phenomenon of transfer.
Among the topics included are the determination of transfer
effects, transfer in perceptual-motor activities and explanations
of transfer. In the final chapter, Cesar Flores examines memory,
forgetting and reminiscence. The discussion covers methodology, the
influence of material, the role of practice, the part played by
attitudes, motivation and emotive reactions in the memory process,
as well as the importance of organisation of memory tasks on the
part of the subject."
First published in English in 1968, Joseph Nuttin contributes
the first chapter, on Motivation. He discusses various aspects of
the motivational process. Such as incentives, conflict, social
motivation, and negative motivation, and describes the mechanism of
the process. The second chapter, by Paul Fraisse, is on the
Emotions. Fraisse examines the nature of the emotions, both on the
behavioural and on the neurophysiological levels, and goes on to
define and discuss moving situations. He shows the different types
of expression an emotional reaction may take, and discusses the
causes of hyper-emotionality.
Richard Meili writes on the Structure of the Personality,
showing the importance of the idea of trait in the psychology of
personality. He describes the use of the factorial method in the
analysis of personality, and gives an account of the beginnings of
personality, as well as the different parts, known as instances, of
the total organization of personality.
First published in English in 1969, the book opens with a
chapter by Pierre Oleron on intellectual activities. These fall
into three groups: inductive activities (the apprehension of laws,
relations and concepts), reasoning and problem solving. It
describes typical methods and essential results obtained by
relevant experiments.
There are two chapters by Jean Piaget and his collaborator
Barbel Inhelder. The first, on mental images, breaks new ground: it
describes original experiments carried out by Piaget and associates
with children of various ages. Piaget examines the relations
between images and motor activity, imitation, drawing and
operations. He also classifies images according to their degree of
complexity and show why children have inadequate images of some
processes. The second chapter is on intellectual operations and
Piaget gives a summary of the main findings of a number of his
earlier books, on the child s notions of conservation,
classification, seriation, number, measurement, time, speed and
chance.
In the last chapter, Pierre Greco discusses learning and
intellectual structures. He describes the work of psychologists
with rats in mazes and formulating theories of animal learning.
Gestalt psychology and various other interpretations are examined
and Greco also pays attention to Piaget s view of structural
learning based on experience."
First published in English 1968, in this volume Paul Fraisse
begins with history, looking at the evolution of experimental
psychology, starting with its origins. He then moves on to the
establishment of experimental psychology around the world. In the
second chapter he discusses the experimental method. In the third
chapter Jean Piaget tackles the questions of explanation and
parallelism and their problems within experimental psychology. The
final chapter by Maurice Reuchlin goes on to discuss measurement in
psychology looking at various scales with their experimental
conditions and numerical properties.
First published in English 1968, in this volume Paul Fraisse begins
with history, looking at the evolution of experimental psychology,
starting with its origins. He then moves on to the establishment of
experimental psychology around the world. In the second chapter he
discusses the experimental method. In the third chapter Jean Piaget
tackles the questions of explanation and parallelism and their
problems within experimental psychology. The final chapter by
Maurice Reuchlin goes on to discuss measurement in psychology
looking at various scales with their experimental conditions and
numerical properties.
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