ABSTRACT

This article explores the relation of ecological perceptual research on infancy to adult Ecological Psychology, including contrasts between the ideas of invariants for perception and distinctive features that are the basis of perceptual learning. We concentrate on relations between development and learning and go on to elaborate principles of Ecological Psychology (as presented in Michaels & Palatinus, 2014) into developmental principles. As a result of this analysis, we stress that researchers must at least indicate how results relate to the organism-environment system at the level of the organism. We go on to present Goethe's work in morphology that stresses transformation as the key to development as a resource for theorizing and researching organismic development. This approach goes beyond “snapshots” at any one point in time and beyond any simple linear or additive model of change over the life span. We then draw on recent developments in organicism in biology (cf. Gilbert & Sarkar, 2000) to distinguish levels of functioning in living organisms, again with an eye to organismic functioning. Finally, we propose that these various branches of biology are potential resources for a psychology committed to ecology, that is, organism-environment mutuality existing over time and in all settings.

摘要

本文探讨了婴儿期的生态感知研究与成人生态心理学之间的关系，包括感知不变性观念与作为感知学习基础的独特特征之间的对比。我们专注于发展与学习之间的关系，并继续将生态心理学原理（如Michaels和Palatinus所述，2014年）阐述为发展原理。分析的结果是，我们强调研究人员必须至少指出结果与生物体水平上的生物体-环境系统之间的关系。。我们继续介绍歌德在形态学方面的工作，该工作强调转化是发展的关键，是理论化和研究生物发展的资源。这种方法超越了任何时间点的“快照”，也超越了整个生命周期内任何简单的线性或累加变化模型。然后，我们利用生物学中有机主义的最新发展（参见Gilbert＆Sarkar，2000）来区分活生物体的功能水平，并再次着眼于有机体功能。最后，我们提出生物学的这些不同分支是致力于生态学的心理学的潜在资源，即随着时间的推移和在所有环境中存在的有机体与环境的相互关系。