History of Psychology
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CHAPTER Personality TEN Psychology
10/14/08 CHAPTER Personality TEN Psychology Psychology 370 Sheila K. Grant, Ph.D. SKINNER AND STAATS: Professor California State University, Northridge The Challenge of Behaviorism Chapter Overview Chapter Overview RADICAL BEHAVIORISM: SKINNER Part IV: The Learning Perspective PSYCHOLOGICAL BEHAVIORISM: STAATS Illustrative Biography: Tiger Woods Reinforcement Behavior as the Data for Scientific Study The Evolutionary Context of Operant Behavior Basic Behavioral Repertoires The Rate of Responding The Emotional-Motivational Repertoire Learning Principles The Language-Cognitive Repertoire Reinforcement: Increasing the Rate of Responding The Sensory-Motor Repertoire Punishment and Extinction: Decreasing the Rate of Situations Responding Additional Behavioral Techniques Psychological Adjustment Schedules of Reinforcement The Nature-Nurture Question from the Applications of Behavioral Techniques Perspective of Psychological Behaviorism Therapy Education Radical Behaviorism and Personality Theory: Some Concerns Chapter Overview Part IV: The Learning Perspective Personality Assessment from a Ivan Pavlov: Behavioral Perspective Heuristic Accendental Discovery The Act-Frequency Approach to Personality Classical Conditioning Measurement John B. Watson: Contributions of Behaviorism to Personality Theory and Measurement Early Behaviorist B. F. Skinner: Radical Behaviorism Arthur Staats: Psychological Behaviorism 1 10/14/08 Conditioning—the process of learning associations . Ivan Pavlov Classical Conditioning Operant Conditioning . 1849-1936 -
Émile Coué and His Method (I): the Chemist of Thought and Human Action 1
Émile Coué and his Method (I): The Chemist of Thought and Human Action 1 Émile Coué and his Method (I): The Chemist of Thought and Human Action Lindsay B. Yeates, PhD School of Humanities & Languages, University of New South Wales, Sydney, NSW Australia Australian Journal of Clinical Hypnotherapy & Hypnosis, Volume 38, No.1, (Autumn 2016), pp.3-27. Abstract The talented scientist, structured thinker, and successful apothecary, Émile Coué (1857-1926), transformed what he had learned of suggestion in the 1880s and scientific hypnotism in the 1900s into the Coué method of the 1920s. His method was an ordered sequence of rational, systematic, intricately constructed, subject-centred hypnotherapeutic interactions that stressed the significance of both unconscious and conscious autosuggestion, delivered a collection of well-polished common-sense explanations, a persuasive set of experiential exercises, a powerfully efficacious hypnotism-centred ego-strengthening intervention and, finally, detailed instruction in the specific ritual through which his empirically determined formula “Every day, in every way, I’m getting better and better” was to be self-administered twice daily. This paper examines Coué’s work, the history and evolution of his method, the phenomenon of its wide-ranging impact during the 1920s in Europe, Britain, and the USA, and reflects upon aspects of its long-term influence on the domain of hypnotherapy and hypnotic suggestion. KEY WORDS: autosuggestion, conscious autosuggestion, ego-strengthening, hypnotherapy, hypnotic suggestion, self-hypnosis NOTE to the Reader A small number of textual errors and omissions in the final published version of this paper have been corrected. Otherwise, the original paper’s content remains unchanged. -
A(Nthony) Charles Catania Curriculum Vitae August 2018
A(nthony) Charles Catania Curriculum Vitae August 2018 Date of Birth, New York, NY: 22 June 1936 Married: Constance Julia Britt, 10 February 1962 Children: William John, 3 February 1964 Kenneth Charles, 5 November 1965 Educational History P.S. 132, Manhattan; Bronx High School of Science, Class of 1953 A.B., Columbia College, 1957 New York State Regents Scholarship; Phi Beta Kappa; Highest Honors with Distinction in Psychology M.A., Columbia University, 1958 Ph.D. in Psychology, Harvard University, 1961 (March) National Science Foundation Fellow, 1958-60 Professional History Columbia College Teaching Assistant, 1956-58 Bell Telephone Laboratories Research Technician (under H. M. Jenkins), Summer 1958 Harvard University Research Fellow in Psychology (supported by B. F. Skinner’s NSF Grant), 1960-62 Smith Kline and French Laboratories Senior Pharmacologist (under L. Cook), 1962-64 University College of Arts and Science, New York University Assistant Professor, 1964-66; Associate Professor, 1966-69; Professor and Department Chair, 1969-73 University of Maryland, Baltimore County (UMBC) Professor, 1973-2008; Program Director/CoDirector, Applied Behavior Analysis MA track, 1998- 2007; Professor Emeritus, Departmental Curmudgeon, 2008- University of Wales (formerly University College of North Wales) Professorial Fellow and Fulbright Senior Research Fellow, 1986-87; Visiting Research Fellow, 1989- Keio University, Tokyo, Japan Visiting Professor, July 1992 Office: Department of Psychology (Emeritus Faculty office, Sondheim 012) University of -
A Brief History of PPA
A Brief History of PPA PPA evolved from a small meeting of psychologists in 1933 to a professional association with almost 3,000 members. When PPA was first organized, the world was very different than it is today. Babe Ruth was still playing baseball for the New York Yankees; Greta Garbo was the biggest film star of her day; Pennsylvania was the second most populous state in the United States (Philadelphia was the third largest city, behind New York and Chicago), and prohibition had just ended. Sigmund Freud was still practicing psychoanalysis in Vienna; B. F. Skinner had just earned his doctorate in psychology; and Carl Rogers was a child psychologist in Rochester, New York. Little more than 100 doctorates in psychology were awarded every year and the American Psychological Association (APA) had about 2,000 members. Professional or applied psychologists were rare and they felt out of place in the experimentally dominated APA, and had their own national organization, the American Association of Applied Psychology (AAAP). Mental health treatment was largely confined to a few large state hospitals, psychoanalytically oriented psychiatrists who worked in large cities, or a few psychologists working as psychometricians in community clinics or in public schools. The Founding of the Pennsylvania Association of Clinical Psychologists (1933-1943) In 1931, Ms. Florentine Hackbusch, M.A., a field representative for the Pennsylvania Bureau of Mental Hygiene, started to communicate with psychologists with the goal of establishing a society that would, among other things, help “set up some standards for psychologists who would be recognized as qualified examiners in mental deficiency.” Together with Dr. -
Dissociative Tendencies and Individual Differences in High Hypnotic Suggestibility
COGNITIVE NEUROPSYCHIATRY 2011, 16 (2), 113Á135 Dissociative tendencies and individual differences in high hypnotic suggestibility Devin Blair Terhune, Etzel Carden˜a, and Magnus Lindgren Department of Psychology, Lund University, Lund, Sweden Introduction. Inconsistencies in the relationship between dissociation and hypnosis may result from heterogeneity among highly suggestible individuals, in particular the existence of distinct highly suggestible subtypes that are of relevance to models of psychopathology and the consequences of trauma. This study contrasted highly suggestible subtypes high or low in dissociation on measures of hypnotic responding, cognitive functioning, and psychopathology. Methods. Twenty-one low suggestible (LS), 19 low dissociative highly suggestible (LDHS), and 11 high dissociative highly suggestible (HDHS) participants were administered hypnotic suggestibility scales and completed measures of free recall, working memory capacity, imagery, fantasy-proneness, psychopathology, and exposure to stressful life events. Results. HDHS participants were more responsive to positive and negative hallucination suggestions and experienced greater involuntariness during hypnotic responding. They also exhibited impaired working memory capacity, elevated pathological fantasy and dissociative symptomatology, and a greater incidence of exposure to stressful life events. In contrast, LDHS participants displayed superior object visual imagery. Conclusions. These results provide further evidence for two highly suggestible subtypes: -
The Hiring of James Mark Baldwin and James Gibson Hume at Toronto in 1889
History of Psychology Copyright 2004 by the Educational Publishing Foundation 2004, Vol. 7, No. 2, 130–153 1093-4510/04/$12.00 DOI: 10.1037/1093-4510.7.2.130 THE HIRING OF JAMES MARK BALDWIN AND JAMES GIBSON HUME AT THE UNIVERSITY OF TORONTO IN 1889 Christopher D. Green York University In 1889, George Paxton Young, the University of Toronto’s philosophy professor, passed away suddenly while in the midst of a public debate over the merits of hiring Canadians in preference to American and British applicants for faculty positions. As a result, the process of replacing Young turned into a continuation of that argument, becoming quite vociferous and involving the popular press and the Ontario gov- ernment. This article examines the intellectual, political, and personal dynamics at work in the battle over Young’s replacement and its eventual resolution. The outcome would have an impact on both the Canadian intellectual scene and the development of experimental psychology in North America. In 1889 the University of Toronto was looking to hire a new professor of philosophy. The normally straightforward process of making a university appoint- ment, however, rapidly descended into an unseemly public battle involving not just university administrators, but also the highest levels of the Ontario govern- ment, the popular press, and the population of the city at large. The debate was not pitched solely, or even primarily, at the level of intellectual issues, but became intertwined with contentious popular questions of nationalism, religion, and the proper place of science in public education. The impact of the choice ultimately made would reverberate not only through the university and through Canada’s broader educational establishment for decades to come but, because it involved James Mark Baldwin—a man in the process of becoming one of the most prominent figures in the study of the mind—it also rippled through the nascent discipline of experimental psychology, just then gathering steam in the United States of America. -
An Examination of Introductory Psychology Textbooks in America Randall D
Ouachita Baptist University Scholarly Commons @ Ouachita Articles Faculty Publications 1992 Portraits of a Discipline: An Examination of Introductory Psychology Textbooks in America Randall D. Wight Ouachita Baptist University, [email protected] Wayne Weiten Follow this and additional works at: https://scholarlycommons.obu.edu/articles Part of the History of Science, Technology, and Medicine Commons, and the Psychology Commons Recommended Citation Weiten, W. & Wight, R. D. (1992). Portraits of a discipline: An examination of introductory psychology textbooks in America. In C. L. Brewer, A. Puente, & J. R. Matthews (Eds.), Teaching of psychology in America: A history (pp. 453-504). Washington DC: American Psychological Association. This Article is brought to you for free and open access by the Faculty Publications at Scholarly Commons @ Ouachita. It has been accepted for inclusion in Articles by an authorized administrator of Scholarly Commons @ Ouachita. For more information, please contact [email protected]. 20 PORTRAITS OF A DISCIPLINE: AN EXAMINATION OF INTRODUCTORY PSYCHOLOGY TEXTBOOKS IN AMERICA WAYNE WEITEN AND RANDALL D. WIGHT The time has gone by when any one person could hope to write an adequate textbook of psychology. The science has now so many branches, so many methods, so many fields of application, and such an immense mass of data of observation is now on record, that no one person can hope to have the necessary familiarity with the whole. -An author of an introductory psychology text If we compare general psychology textbooks of today with those of from ten to twenty years ago we note an undeniable trend toward amelio- We are indebted to several people who provided helpful information in responding to our survey discussed in the second half of the chapter, including Solomon Diamond for calling attention to Samuel Johnson and Noah Porter, Ernest R. -
George Trumbull Ladd (1842-1921)
The International Journal of Indian Psychology ISSN 2348-5396 (e) | ISSN: 2349-3429 (p) Volume 6, Issue 4, DIP 18.01.001/20180604 DOI: 10.25215/0604.001 http://www.ijip.in | October - December, 2018 TimeLine Person of the Month: George Trumbull Ladd (1842-1921) Ankit Patel1* Born January 19, 1842 Painesville, Lake County, Ohio, US Died August 8, 1921 (aged 79) New Haven, Connecticut, US Citizenship American Known for The Principles of Church Polity (1882), What is the Bible? (1888), Philosophy of Knowledge (1897) Education Western Reserve College Andover Theological Seminary George Trumbull Ladd, (born January 19, 1842, Painesville, Ohio, U.S.—died August 8, 1921, New Haven, Connecticut), philosopher and psychologist whose textbooks were influential in establishing experimental psychology in the United States. He called for a scientific psychology, but he viewed psychology as ancillary to philosophy. He was a grandson of Jesse Ladd and Ruby Brewster, who were among the original pioneers in Madison, Lake County, Ohio. Ruby was a granddaughter of Oliver Brewster and Martha Wadsworth Brewster, a poet and writer, and one of the earliest American female literary figures. Ladd’s main interest was in writing Elements of Physiological Psychology (1887), the first handbook of its kind in English. Because of its emphasis on neurophysiology, it long remained a standard work. In addition, Ladd’s Psychology, Descriptive and Explanatory (1894) is important as a theoretical system of functional psychology, considering the human being as an organism with a mind purposefully solving problems and adapting to its environment. He early gave indications of the studious habits that characterized him through life. -
Early Psychological Laboratories [1] James Mckeen Cattell (1928)
Early Psychological Laboratories [1] James McKeen Cattell (1928) Classics in the History of Psychology An internet resource developed by Christopher D. Green York University, Toronto, Ontario ISSN 1492-3173 Early Psychological Laboratories [1] James McKeen Cattell (1928) First published in Science, 67, 543- 548. Posted August 2000 Laboratories for research and teaching in the sciences are of comparatively recent origin. They may be regarded as part of the industrial revolution, for there is a close parallel in causes and effects between the development of the factory system and of scientific laboratories. The industrial revolution began with the exploitation by machinery of coal and iron in England; it may perhaps be dated from the use of the steam engine of Watts in the coal mines of Cornwall about a hundred and fifty years ago. The laboratory had its origin fifty years later in Germany as part of the scientific renaissance following the Napoleonic wars. The University of Berlin was founded by Wilhelm von Humboldt and Frederich William III in 1810. The first laboratory of chemistry was opened by Justus von Liebig at Giessen in 1824. This was followed by similar laboratories at Göttingen under Wöhler in 1836, at Marburg under Bunsen in 1840, and at Leipzig under Erdmann in 1843. The first English laboratory was the College of Chemistry, now part of the Imperial College of Science and Technology of the University of London, which was opened in 1845 by von Hoffmann, brought from Germany by Prince Albert. Benjamin Silliman founded at Yale University the first American laboratory for the teaching of chemistry. -
How a Scandal Helped Change IU Forever PLUS IU's Most Influential Presidents & Honoring the Contributions Minorities & Women Have Made to the University
IU BICENTENNIAL SPECIAL How a Scandal Helped Change IU Forever PLUS IU's Most Influential Presidents & Honoring the Contributions Minorities & Women Have Made to the University By Carmen Siering Founded on January 20, 1820, as the State Seminary, Indiana University has grown from a one-building institution of learning—where a dozen young men were taught the classics by a single professor, Baynard Rush Hall—to a world-class research institution with more than 94,000 students and more than 21,000 faculty and staff on campuses in Bloomington and across the state. The bicentennial was being discussed as early as 2007—the year Michael A. McRobbie became president. But planning for this one-time-only celebration of the university’s first 200 years kicked into high gear in 2015. That’s the year James Capshew was hired as the official university historian, and the Office of the Bicentennial, directed by Kelly Kish, began focusing on a myriad of Bloomington-based and statewide projects to coincide with the anniversary. A website, magazine, blogs, podcasts, videos, oral histories—a true multiplicity of media representations—are An 1836 drawing of the First College Building, located at Seminary Square, published all being utilized to disseminate the gathered research. And in The Indiana Gazetteer, or Topographical Dictionary of The State of Indiana in 1850. while there is still plenty that remains murky—meaning there is Photo courtesy of IU Archives still plenty for future historians to uncover and debate—the years The Moss Killers, 1884. (seated in front, l-r) Edward leading up to the bicentennial have provided opportunities to are now South College and South Morton Street and West 1st and A. -
The Biography of Anton Theophilus Boisen
Association for Clinical Pastoral Education, Inc. The Biography of Anton Theophilus Boisen Anton Boisen is the pioneer founder of the clinical pastoral education movement. He was the first clergy to supervise students in what we know today as Clinical Pastoral Education (CPE). He believed in the first hand study of human experience as a way to challenge seminarians to think theologically. What he called reading “the living human documents” was a necessary supplement to classroom training in the seminary experience. In 1926, he wrote about his method, "Theological training for the future will be a continuous affair, with the parish as the laboratory and a person with need the main concern, and the seminary a ‘clearing-house' of theological tradition and formation and the supervisor of methods. The attention will be shifted from the past to the present; from books to the raw material of life." 1897 Arbutus Yearbook Indiana University In a mimeographed paper entitled The Task and Methods of Theology, he defines theology in this way “Theology may best be regarded as the cooperative attempt to organize religious experience by scrutinizing religious beliefs and inquiring into the origin, meaning, and consequences of these beliefs. It is assumed in this definition that religious experience is the sensation of fellowship raised to its highest level, a bonding with God and a genuine compassion for the well-being of all humankind.” Boisen worked practically his entire life in mental institutions and had five major events of schizophrenia and a couple of lesser episodes himself. Coming out of these episodes, he felt that he had a clearer perspective on the relation of science and religion. -
Genealogy of Hugh Stewart and Descendants
Genealogy of Hugh Stewart and Descendants COMPILED BY FRANCENIA STEWART WHITE ESTHER STEWART HUNT EMMA STEWART LYMAN 1892-1895· 1912 · COLUMBUS, OHIO THE F. J. HEER PRINTING COMPANY 1914 ANCESTRAL PLAQUE. 1Jn .fflemnry nf 1.Eatfler. To whose Devotion and Love of family we are indebted for much of the material, these pages are dedicated as fulfilling her loyal thought and desire of years. F. S. W. E. S. L. "They are not long, the weeping and the laughter, Love and desire and hate, I think they have no portion in us after We pass the Gate ! " -Dawson. ERRATA. 'f!here are several names that were unintentionally omitted in the proper places, but have been numbered in such a way as to indicate their positions in their respective families. EXPLANATION OF ABBREVIATIONS. b - born. m - married. d - died. In tracing the generations we ·have adopted the simple plan of be ginning with Hugh Stewart, the earliest family name of which we have knowledge, calling him Hugh1 (frrst generation). Each child of his is, in turn, following name, 2 (2nd generation) ; each grandchild, 3 (3rd gen eration) ; each great grandchild 4 ( 4th gene,ration) ; each great. great grandchild is 5 ( 5th generation), etc. This is the key that will enable anyone quickly to trace each person without trouble, but be sure to get it fixed in your mind, at the start. ·:,:,~. ~ ELIZABETH RoxnuRGH-S MITH. ( Lady Dalrymple.) Badge-Oak. Slogan or vVar-cry- Creag-an-Sgairbh. (A. rock in April.) _--\rms - Or, a Fesse cheguy. Ar.. and Az .. surmounted of a bend engr., Gu., within a double tressure, flory-counter-flory, of the last.