Outlines of Psychology: With Special Reference to the Theory of Education. A Text-book for CollegesD. Appleton, 1884 - 711 páginas |
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Otras ediciones - Ver todas
Outlines of Psychology: With Special Reference to the Theory of Education James Sully Vista completa - 1886 |
Outlines of Psychology: With Special Reference to the Theory of Education James Sully Vista completa - 1885 |
Outlines of Psychology: With Special Reference to the Theory of Education James Sully Vista completa - 1884 |
Términos y frases comunes
abstraction action activity æsthetic apparent magnitude association attention bodily brain called capability centres Chap character child circumstances colour commonly complex concepts deductive reasoning degree desire direction discrimination distinct distinctly distinguished effect elements emotional excitation exercise experience external fact faculty feeling force G. H. Lewes G. T. Fechner growth habit hand Hence idea illustrated images imagination implies impressions impulse individual intel intellectual interest intuitive knowledge involves J. S. Mill judgment kind knowledge laws Lect localised means memory ment mental phenomena millimetres mind mode moral motor motor centres movement muscular nature nervous notions object observation organ pain particular perception physiological pleasure present Principles of Psychology psychical recall recognise reference relation representation result retina seen sensations sense sense-impressions sensibility sight sound stimulus tactual tendency tends things tion touch visual visual perception voluntary words Wundt
Pasajes populares
Página 205 - THE baby new to earth and sky, What time his tender palm is prest Against the circle of the breast, Has never thought that " this is I :" But as he grows he gathers much, And learns the use of "I," and "me," And finds "I am not what I see, And other than the things I touch.
Página 672 - ... both in different individuals and in the same individual at different times. And...
Página 329 - This is in recognition of the well-known pedagogical principles of proceeding from the known to the unknown, and from the simple to the complex.
Página 205 - Against the circle of the breast, Has never thought that " this is I : " But as he grows he gathers much, And learns the use of " I," and " me," And finds " I am not what I see, And other than the things I touch...
Página 694 - I say, has convinced me that the sense of touch by itself is altogether incompetent to afford us the representation of extension and space, and is not even cognizant of local exteriority...
Página 365 - The perception of the mind being most aptly explained by words relating to the sight, we shall best understand what is meant by CLEAR and OBSCURE in our ideas, by reflecting on what we call clear and obscure in the objects of sight. Light being that which discovers to us visible objects, we give the name of OBSCURE...
Página 114 - These results may be expressed as follows: In order that the intensity of a sensation may increase in arithmetical progression, the stimulus must increase in a geometrical progression.
Página 73 - The authority is subject to the superior authority of the Ego. I yield it, or I withhold it, as I please. I direct it in turn to several points. I concentrate it upon each point as long as my will can stand the effort." Sully says: "Attention may be roughly defined as the active self-direction of the mind to any object which presents itself at the moment.
Página 217 - Thought will be loose and inaccurate when the preliminary stage of perception has been hurried over. The first-hand knowledge of things through personal inspection is worth far more than any second-hand account of them by description.
Página 365 - As a clear idea is that whereof the mind has such a full and evident perception as it does receive from an outward object operating duly on a well-disposed organ, so a distinct idea is that wherein the mind perceives a difference from all other, and a confused idea is such an one as is not sufficiently distinguishable from another from which it ought to be different.