This article compares early nineteenth-century English and Scottish theories of the mind and the way that it develops to findings in today's developmental psychology and neuroscience through a close observation of the work of Elizabeth Hamilton (1756–1816). Hamilton was a Scottish writer and philosopher who produced three pedagogical works in her lifetime, consisting of her carefully formulated philosophy of mind and practical suggestions to caretakers and educators. Although Hamilton has received relatively little attention in modern philosophical literature, her understanding of the mind and the way it develops—based on her nuanced understanding of associationism and Scottish faculty psychology—is overwhelmingly supported by empirical findings today. In addition to utilizing Hamilton's work for the sake of understanding early nineteenth-century philosophy of mind, I argue that a large portion of Hamilton's work should be used to inform future research programs, early caregiving guides, and educational methods.

中文翻译：

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伊丽莎白汉密尔顿的苏格兰联想主义：十九世纪早期的心灵哲学

本文通过仔细观察伊丽莎白·汉密尔顿 (1756-1816) 的工作，比较了 19 世纪早期的英国和苏格兰的心智理论及其发展方式与当今发展心理学和神经科学的发现。汉密尔顿是一位苏格兰作家和哲学家，她一生创作了三部教学著作，其中包括她精心制定的心灵哲学以及对看护人和教育工作者的实用建议。尽管汉密尔顿在现代哲学文献中受到的关注相对较少，但她对心灵及其发展方式的理解——基于她对联想主义和苏格兰教师心理学的细致入微的理解——在今天的实证研究中得到了压倒性的支持。除了利用汉密尔顿