A. Hughes – författare

Pearson English Story Readers present all-time favourite stories carefully written and graded across four language levels for young learners of English. 

 

With 24 titles in 3 formats corresponding to age, there is a book to suit every young reader. 

 

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Pearson English Readers bring language learning to life through the joy of reading.

 

Well-written stories entertain us, make us think, and keep our interest page after page. Pearson English Readers offer teenage and adult learners a huge range of titles, all featuring carefully graded language to make them accessible to learners of all abilities.

 

Through the imagination of some of the world’s greatest authors, the English language comes to life in pages of our Readers. Students have the pleasure and satisfaction of reading these stories in English, and at the same time develop a broader vocabulary, greater comprehension and reading fluency, improved grammar, and greater confidence and ability to express themselves.

 

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This preface is addressed to the reader who wishes to inquire into the prevailing concepts, hypotheses and theories about development of sensory systems and wants to know how they are exemplified in the following chapters. I believe that science is hypothesis and theory and that the growth and evolution of any branch of science can be measured by the degree to which its theories have been reified. By that standard, one must conc1ude that developmental neuro­ biologie is in its infancy. The rapid accumulation of observations which has occurred in this branch of science in the past century leads to progress only to the extent that the facts validate or falsify hypotheses. The following chapters show that we have a plethora of facts but a dearth of hypotheses. Another index of the maturity of any branch of science is its level of historical self-awareness. Because the history of any branch of science is essentially the history of ideas and of the rise and fall of theories, the level of historical awareness is related to the extent to which reification of its hypothetical constructs has advanced. It is largely because few theories of development of sensory systems, or indeed, of developmental neurobiology, have progressed far in the process of reification that the his tory of developmental neurobiology remains unwritten. The subject of this volume is hardly mentioned in the many books devoted to the history of related disciplines.

This preface is addressed to the reader who wishes to inquire into the prevailing concepts, hypotheses and theories about development of sensory systems and wants to know how they are exemplified in the following chapters. I believe that science is hypothesis and theory and that the growth and evolution of any branch of science can be measured by the degree to which its theories have been reified. By that standard, one must conc1ude that developmental neuro­ biologie is in its infancy. The rapid accumulation of observations which has occurred in this branch of science in the past century leads to progress only to the extent that the facts validate or falsify hypotheses. The following chapters show that we have a plethora of facts but a dearth of hypotheses. Another index of the maturity of any branch of science is its level of historical self-awareness. Because the history of any branch of science is essentially the history of ideas and of the rise and fall of theories, the level of historical awareness is related to the extent to which reification of its hypothetical constructs has advanced. It is largely because few theories of development of sensory systems, or indeed, of developmental neurobiology, have progressed far in the process of reification that the his tory of developmental neurobiology remains unwritten. The subject of this volume is hardly mentioned in the many books devoted to the history of related disciplines.