By Paul van Geert (auth.), Paul Van Geert, Leendert P. Mos (eds.)
This is the 1st of a two-volume paintings within the Annals sequence dedicated to developmental psychology. The venture used to be initially conceived in 1985 while Paul van Geert, who had simply accomplished his idea construction in developmental psychology (North Holland, 1986), agreed to col laborate on anAnnals quantity analyzing foundational concerns referring to the idea that of improvement. The undertaking attracted significant curiosity and, in view of the size of the ensuing manuscript, a choice was once made to post it in volumes. thankfully, the participants supplied coherent views on particularly unique developmen tal issues which served to facilitate our activity of dividing their contribu tions into volumes. the 1st quantity bargains with the principles of developmental conception and method; the second one quantity -to look as quantity eight of the Annals -with theoretical concerns in developmental psychology. during this first quantity, the contributions through Willis Overton and Joachim Wohlwill have been accomplished in 1988, these via Roger Dixon, Richard Lerner, and David Hultsch, and Paul van Geert in 1989. Commentaries fast and replies to commentaries have been accomplished in 1990. Paul van Geert presents a common framework in which the founda tional problems with improvement are mentioned. he's specially eager about the character of transition versions and the constitution of time in developmental idea. the connection among equipment and framework, or conception, is the subject of Joachim Wohlwill's contribution.
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Extra info for Annals of Theoretical Psychology
So we must strengthen the criterion and say that P necessarily precedes S. Empirically this is no different from the first definition of universal precedence. What is different is the theoretical scaffolding of the precedence in the form of a model that explains in what sense P is necessary to the emergence of S. The problem here is that there may be various P's that are necessary predecessors to S, and then they are not precursosrs in the sense of 'a forerunner' (they are mere building blocks necessary for the later construction of S; 5c).
Intentionally speaking, the child may simply imitate a phrase he or she hears, or simply see that some liquid is water. On the other hand, the theoretical form of this particular imitating or seeing is 'hypothesis testing' and 'triggering' respectively. Of course, not all imitating or seeing by the child are instantiations of those concepts. The error of saying that children are not testing hypotheses but simply imitating what they hear, is of course easily made. This error refers to the problem of how to decide that a particular imitation is an instance of hypothesis testing and that another is an instance of plain imitation.
Mathematical methods are primarily concerned with the problem of noise reduction. It may be real noise in the form of measurement errors, or apparent noise. If we look at the raw data from an observation or experiment, we usually perceive noise since the local variation in the data precludes us from seeing the structure. Noise reduction is always associated with the presence of many data points. If only a few data points are available, it is impossible to reduce the effect of measurement errors.