Psychologist Quotes

I also assume that they are not simply the physical properties of things as now conceived by physical science. Instead, they are ecological, in the sense that they are properties of the environment relative to an animal.
Psychology is still trying to explain the perception of the position of an object in space, along with its shape, size, and so on, and to understand the sensations of color.
The abstract analysis of the world by mathematics and physics rests on the concepts of space and time.
The human young must learn to perceive these affordances, in some degree at least, but the young of some animals do not have time to learn the ones that are crucial for survival.
The meaning or value of a thing consists of what it affords.
The perception of what a thing is and the perception of what it means are not separate, either.
There has been a great gulf in psychological thought between the perception of space and objects on one hand and the perception of meaning on the other.
What a thing is and what it means are not separate, the former being physical and the latter mental as we are accustomed to believe.
During the earliest stages the child perceives things like a solipsist who is unaware of himself as subject and is familiar only with his own actions.
Every acquisition of accommodation becomes material for assimilation, but assimilation always resists new accommodations.
From this time on, the universe is built up into an aggregate of permanent objects connected by causal relations that are independent of the subject and are placed in objective space and time.
I have always detested any departure from reality, an attitude which I relate to my mother's poor mental health.
In genetic epistemology, as in developmental psychology, too, there is never an absolute beginning.
In other words, knowledge of the external world begins with an immediate utilisation of things, whereas knowledge of self is stopped by this purely practical and utilitarian contact.
It is with children that we have the best chance of studying the development of logical knowledge, mathematical knowledge, physical knowledge, and so forth.
Knowing reality means constructing systems of transformations that correspond, more or less adequately, to reality.
Logic and mathematics are nothing but specialised linguistic structures.
Logical positivists have never taken psychology into account in their epistemology, but they affirm that logical beings and mathematical beings are nothing but linguistic structures.
On the one hand, there are individual actions such as throwing, pushing, touching, rubbing. It is these individual actions that give rise most of the time to abstraction from objects.
Our problem, from the point of view of psychology and from the point of view of genetic epistemology, is to explain how the transition is made from a lower level of knowledge to a level that is judged to be higher.
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