Costall Alan, Morris Paul
Department of Psychology, University of Portsmouth.
Department of Psychology.
Hist Psychol. 2015 Feb;18(1):1-14. doi: 10.1037/a0038398.
We examine how the textbooks have dealt with one of psychology's most eminent dissidents, James Gibson (1904-1979). Our review of more than a hundred textbooks, dating from the 1950s to the present, reveals fundamental and systematic misrepresentations of Gibson. Although Gibson continues to figure in most of the textbooks, his work is routinely assimilated to theoretical positions he emphatically rejected: cue theory, stimulus-response psychology, and nativism. As Gibson's one-time colleague, Ulric Neisser, pointed out, psychologists are especially prone to trying to understand new proposals "by mapping it on to some existing scheme," and warned that when "an idea is really new, that strategy fails" (Neisser, 1990, p. 749). The "Textbook Gibson" is an example of such a failure, and perhaps also of the more general importance of assimilation-"shadow history"-within the actual history of psychology.
我们考察了教科书是如何对待心理学界最杰出的持不同意见者之一詹姆斯·吉布森（1904 - 1979）的。我们对从20世纪50年代至今的一百多本教科书进行了回顾，发现其中对吉布森存在根本性的、系统性的歪曲。尽管吉布森在大多数教科书中仍有提及，但他的著作常常被同化到他坚决反对的理论立场中：线索理论、刺激 - 反应心理学和先天论。正如吉布森曾经的同事乌尔里克·奈塞尔所指出的，心理学家特别倾向于试图“通过将新提议映射到某种现有的体系中”来理解它，并警告说当“一个想法真正新颖时，那种策略就行不通了”（奈塞尔，1990，第749页）。“教科书中的吉布森”就是这种失败的一个例子，或许也是同化——“影子历史”——在心理学实际历史中更普遍重要性的一个例子。
