DOCSLIB.ORG

Recent History and Philosophy of Scientific Psychology (1950-2018)

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Recent History and Philosophy of Scientific Psychology (1950-2018) Discipline Through Method: Recent history and philosophy of scientific psychology (1950-2018) Flis, Ivan Discipline Through Method - Recent history and philosophy of scientific psychology (1950- 2018)/ I. Flis – Utrecht: Freudenthal Institute, Faculty of Science, Utrecht University / FI Scientific Library (formerly published as FIsme Scientific Library, CD-β Scientific Library) no. 100, 2018 Dissertation Utrecht University. With references. Met een samenvatting in het Nederlands. ISBN: 978-90-73346-74-1 Cover design: Vormgeving Faculteit Bètawetenschappen Printed by: Xerox, Utrecht © 2018 Ivan Flis, Utrecht, the Netherlands. Discipline Through Method: Recent history and philosophy of scientific psychology (1950-2018) Discipline door methode: Geschiedenis en filosofie van de psychologie als wetenschap, 1950-2018 (met een samenvatting in het Nederlands) Proefschrift ter verkrijging van de graad van doctor aan de Universiteit Utrecht op gezag van de rector magnificus, prof. dr. H.R.B.M. Kummeling, ingevolge het besluit van het college voor promoties in het openbaar te verdedigen op maandag 29 oktober 2018 des middags te 12.45 uur door Ivan Flis geboren op 29 oktober 1988 te Zagreb, Kroatië Promotor: Prof. dr. L. T. G. Theunissen Copromotor: Dr. R. Abma For my fellow psychologists, because we need to read more. Acknowledgments v Chapter 1. Introduction 1 1.1 Grounding scientific psychology in 20th century US 4 1.1.1 Ignoring the elephant in the room 6 1.1.2 Intellectual and physical geography 9 1.1.3 Inertia 11 1.1.4 Prehistory – from the late 19th century 13 1.2 Elements of inertia of scientific psychology 14 1.2.1 Operationism 15 1.2.2 The institutionalization of inferential statistics 18 1.2.3 History and philosophy of psychological constructs 21 1.2.4 The massive literature 26 1.2.5 Codified genre of scientific writing 28 1.3 Replication crisis 31 1.3.1 Foreshadowing the crisis: Precognition and shaky methodological standards 33 1.3.2 Diederik Stapel’s publication factory 35 1.3.3 Psychology’s 21st century crisis of confidence 37 1.3.4 The replication crisis as a magnifying glass for investigating scientific psychology 39 1.4 Outline of the thesis 41 Chapter 2. Instructional manuals of boundary-work 43 2.1 The received view of psychological textbooks: From whose vantage point? 46 2.1.1 Weiten and Wight’s portrait of a discipline gleamed from textbooks 48 2.1.2 The definite textbook chronology 49 2.1.3 How to identify an audience of a chapter in a book? 50 2.1.4 A look at the received view through citations 51 2.1.5 Description of a constituency – Quereshi in the 1970s and the 1980s 53 2.2 Alternative to the received view 56 2.2.1 Looking at textbooks as instructional manuals of boundary-work 57 2.2.2 Identifying and describing the experts’ construal of subjectivity 58 2.2.3 Exploring the role of textbooks in the construction of facts 59 2.2.4 Problematizing the function of textbooks as vindicators of psychology as a science 60 2.2.5 The virtues of the alternative view 61 2.3 Attempt at an integration as a conclusion 62 i Chapter 3. The stable core of an unfinished science 67 3.1 The what 69 3. 2 The how 70 3.2.1 The pitch 72 3.2.2 Discipline overview 78 3.2.3 Methods 85 3.3 The what for? 89 3.4 Conclusion 90 Chapter 4. Framing psychology as a discipline (1950 – 1999) 93 4.1 Method 95 4.1.1 Arguments for digital history 96 4.1.2 Data 97 4.1.3 Term identification 100 4.1.4 Term maps 100 4.2 Psychology in term maps (1950-1999) 102 4.2.1 Basic structure of psychology’s term maps 103 4.2.2 Chronologically projecting subdisciplines into term maps 107 4.2.3 The peculiar case of psychoanalysis and psychotherapy 117 4.3 The two disciplines of scientific psychology: Lee Cronbach in 1957 and 1975 119 4.3.1 Sophisticated methodology ≠ developed theory 120 4.3.2 Cronbach’s declining optimism 120 4.3.3 Who are the correlational psychologists? 121 4.4 Psychology’s methodological infrastructure 122 4.5 Conclusion 125 Chapter 5. Psychologists psychologizing scientific psychology 129 5.1. Indigenous epistemology as an analytical category 130 5.1.1 Scientists are rats in a maze searching for truth 130 5.1.2 Carving an epistemological middle way: Maslovian science 132 5.2 Reformers’ indigenous epistemology of irrationality 134 5.3 Science is/should be governed by rationality! What rationality and what science though? 143 5.3.1 What rationality? 143 5.3.1 What science? 145 5.4 Naturalized indigenous epistemologies 149 5.5 Conclusion 152 ii Chapter 6. Conclusion 155 References 165 Appendices 183 Appendix A 183 Appendix B 197 Publications included in the thesis 204 Samenvatting in het Nederlands 205 Curriculum Vitae 209 FI Scientific Library 211 iii iv Acknowledgments This PhD was quite a ride from the start. In 2013, when I first found the call for project proposals at the Descartes Centre, I had no clue how far this one application would take me. I was a psychology student in Zagreb who wanted to do critical work on the scientific fundamentals of the discipline I was trained in. I contacted Ruud Abma over email to discuss the proposal. Even though he received this email from a random student from the other side of the continent, he helped me quite a bit in improving these early proposal drafts. When we finally met on August 27th, 2013 it was a sunny afternoon at Café Hofman’s terrace, right after I presented the proposed research in an interview with the selection committee. The outcome was still uncertain and little did I know that the two-hour-long conversation I then had with Ruud would set the tone for the next four years. For me, this no-nonsense scholar was a real window into the critical history and philosophy of psychology. He shared so many incisive thoughts which either dismantled my half-baked ideas, or more often, made them crisp. Ruud, thank you for your erudition, criticism, and most of all friendly support from the very beginning. Thanks to Ruud, I had the opportunity to start with and persevere in my work. Also thanks to him, I’ve come to grips with the ‘critical’ part in ‘critical scholar,’ the one who ended up writing this PhD dissertation. Bert Theunissen, my promotor, was a perfect counterweight to the rebelliousness I share with Ruud. He took it upon himself to reign in my irreverence and pushed me to be careful and restrained in my thinking. “Ivan, don’t be so loud in your writing” he would say and usually be right. Please, don’t allow for the remaining loudness in the dissertation reflect badly on him. Where the words still screech, it is my own doing. His careful reading of my work and the long discussions about the thesis and everything else an intellectual should think about were a huge inspiration and truly pushed me to my limits. Where Ruud nourished the ideas and thoughts, Bert made them shine. Bert, thanks for being both a source of intimidating criticism and invaluable support for an anxious thinker. In places where my work shines, it shines because of you and Ruud! I received crucial support from Nees Jan van Eck at Leiden University’s CWTS. Nees, thanks for recognizing the work and helping me out. Some of the most innovative aspects of what I did wouldn’t have been possible without your calm intellect and knowledge. My research took form in the day to day shared with my office mates, Noortje Jacobs, Jesper Oldenburger, Steven van der Laan, Fedde Benedictus, and later Maaneli Derakhshani. Noortje, thank you for your friendship and that big brain of yours. You’ve improved every bit of my Dutch experience with your caring and wit. Thanks for translating the Dutch summary, and also, for all those places where the thesis was improved by your sharp mind. Jesper, thanks for all the late evening beers, long conversations and boardgame geek-outs. They meant a lot. Steve, thanks for teaching v me optimism and the importance of enjoying each day at a time. Fedde and Max, many an intriguing conversation was had during the years, and I hope, many more. Imprinted in my memory, I will carry BBG 4.07 as a special place of laughter, luminous ideas, and friendship. The wider community of the Descartes Centre was a true intellectual home during the past four and a half years. I would like to thank Hieke Huistra in particular, for her constant support and her intellectual and emotional labor that was informal, but so precious to me. Hieke, you will always be the Source of (Caring) Authority. Here, I’d also like to thank other Descartians who I got to know and learn from: Guido Bacciagaluppi, David Baneke, Timo Bolt, Jaap Bos, Jeroen van Dongen, Friso Hoeneveld, Frank Huisman, Ingrid Kloosterman, Toine Pieters, Sandra Schruijer, Chaokang Tai, Lukas Verburgt, Rienk Vermij, and Daan Wegener. I’d also like to mention all of my students in the HPS Master’s Philosophy of Science seminars through the years. You taught me much more than I got to teach you. An important source of inspiration and learning were the academics I met in the annual conferences of the European Society for the History of the Human Sciences (ESHHS): Jeremy Burman, Ian Davidson, Maarten Derksen, Jannes Eshuis, Chris Green, Kim Hajek, René van Hezewijk, Jill Morawski, Annette Mülberger, Mariagrazia Proietto, Thomas Sturm, and Nadine Weidman.
Load more

Recommended publications
  • 'Introspectionism' and the Mythical Origins of Scientific Psychology
    Consciousness and Cognition Consciousness and Cognition 15 (2006) 634–654 www.elsevier.com/locate/concog ‘Introspectionism’ and the mythical origins of scientific psychology Alan Costall Department of Psychology, University of Portsmouth, Portsmouth, Hampshire PO1 2DY, UK Received 1 May 2006 Abstract According to the majority of the textbooks, the history of modern, scientific psychology can be tidily encapsulated in the following three stages. Scientific psychology began with a commitment to the study of mind, but based on the method of introspection. Watson rejected introspectionism as both unreliable and effete, and redefined psychology, instead, as the science of behaviour. The cognitive revolution, in turn, replaced the mind as the subject of study, and rejected both behaviourism and a reliance on introspection. This paper argues that all three stages of this history are largely mythical. Introspectionism was never a dominant movement within modern psychology, and the method of introspection never went away. Furthermore, this version of psychology’s history obscures some deep conceptual problems, not least surrounding the modern conception of ‘‘behaviour,’’ that continues to make the scientific study of consciousness seem so weird. Ó 2006 Elsevier Inc. All rights reserved. Keywords: Introspection; Introspectionism; Behaviourism; Dualism; Watson; Wundt 1. Introduction Probably the most immediate result of the acceptance of the behaviorist’s view will be the elimination of self-observation and of the introspective reports resulting from such a method. (Watson, 1913b, p. 428). The problem of consciousness occupies an analogous position for cognitive psychology as the prob- lem of language behavior does for behaviorism, namely, an unsolved anomaly within the domain of an approach.
    [Show full text]
  • “Similar Psychologists” a Review Worksheet
    “Similar Psychologists” A Review Worksheet Sigmund Freud - Developed psychoanalysis; considered to be "father of modern psychiatry" – stages of psychosexual development Alfred Adler - Neo-Freudian; introduced concept of "inferiority complex" and stressed the importance of birth order Erik Erikson – Neo-Freudian; Known for his 8-stage theory of Psychosocial Development Karen Horney - Neo-Freudian; offered feminist critique of Freud's theory - credited with founding Feminist Psychology in response to Freud's theory of penis envy. Carl Jung – Humanist - Neo-Freudian who created concept of "collective unconscious" and wrote books on dream interpretation – Jung proposed and developed the concepts of extraversion and introversion; archetypes, persona, and the collective unconscious Ernest Hilgard - famous for his hypnosis research (especially pain control) & the theory that a "hidden observer" is created in the mind while under hypnosis _____________________________________ Mary Ainsworth - Studied attachment in infants using the "strange situation" model to label attachment in infants as "secure," "avoidant insecure," “resistant insecure,” and “disorganized/disoriented” Harry Harlow – Studied attachment in monkeys with artificial mothers – examined social isolation and resulting depression - Studied under Lewis Terman at Stanford and with Abraham Maslow (as professors) at the U of Wisconsin Konrad Lorenz - won Nobel prize for research on imprinting _____________________________________ Solomon Asch - Gestalt psychologist - Conducted famous conformity experiment that required subjects to match lines (demonstrating the influence of group pressure on opinions) – also studied impression formation, and prestige suggestion among other topics in social psych - work follows a common theme of Gestalt psychology that the whole is not only greater than the sum of its parts, but the nature of the whole fundamentally alters the parts.
    [Show full text]
  • ICS18 - Study Questions
    ICS18 - study questions January 23, 2019 1. What is the broad and what is the narrow notion of cognition? 2. What is representation? Enumenrate examples of representations considerd within different disciplines (cog. psy- chology, neuroscience, AI) and show that they fulfill the definitional requirements 3. Enumerate and characterize briefly key cognitive disciplines 4. Key theses and principles of associationism 5. How to explain a mind: pure vs mixed associationism 6. A mind according to behaviorists 7. Why is behaviorism considered “the scientific psychology”? 8. Why behaviorism (as a theory of mind) was rejected? 9. Find the elements of behaviorism within contemporary cognitive theory of mind (either symbolic or connectionist) 10. Describe Turing Machine as a computational device 11. What is computation? (remember the roll of toilet paper...) 12. The idea of a mind as a “logic machine” (McCulloch, Pitts) 13. What features does a McCulloch-Pitts neuron have? 14. What is the main difference between a McC-P neuron and a perceptron? 15. What is a model? (cf. Kenneth Craik&Minsky) 16. What are the assumptions of phrenology? 17. Localizationist view on a brain (Gall, Spurzheim) 18. Holistic approaches to human brain 19. What does it mean that some part of our body has a “topographic representation” in the brain? 20. The consequences of Broca’s and Wernicke’s discoveries for a cognitive view on a brain 21. What is Brodmann famous for? 22. What did Golgi invent? What consequences had his discovery? 23. Describe Cajal’s discoveries and their influence on neuroscience 24. The key aassumptions of the “neuron doctrine” (Cajal) 25.
    [Show full text]
  • Personality Theory and the Nature of Human Nature Robert Hogan
    Personality Theory and The Nature of Human Nature Robert Hogan & Ryne A. Sherman Hogan Assessment Systems Pre-print under review for special issue at Personality and Individual Differences Abstract This overview of modern personality theory makes six points. First, personality theory is crucial for understanding life. Second, life is largely about competition. Third, there is competition within groups for individual status, and there is competition between groups for collective survival. Fourth, academic psychology focuses on within group competition, but between group competition can be more consequential. Fifth, successful within group competition depends on social skill; successful between group competition depends on leadership. And finally, personality determines/explains the outcome of both forms of competition. Personality Theory and The Nature of Human Nature People are the deadliest invasive species in the history of the earth. People have the potential to kill every living thing and, in certain instances have already done so (e.g., passenger pigeons, western black rhinoceros, great auk) or are on their way to doing so (e.g., sea turtles, elephants, tigers, polar bears). Given their frightful potential and world-wide presence, it would be useful to know something about people. Personality psychology is the “go-to” discipline for understanding people; personality psychology is the only discipline whose primary focus is the nature of human nature. What does personality psychology tell us about human nature? The answer depends on whom you ask; or more precisely, to which theory of personality you subscribe. Modern personality psychology began in Vienna at the end of the 19th century, where an amazing flowering of human creativity brought revolutions in a wide variety of fields including architecture, music, physics, medicine, music, painting, literature, economics, and especially philosophy.
    [Show full text]
  • Print This Article
    Learnings, However Wise colorful narrative. The chapter is organized as much by experience as chronology, with Lyn Corno six key sections. Readers can find one- sentence lessons signaled by underlined material located at the start of some paragraphs within each key section. Why and How Educational Research I was an Arizona girl, born near the Grand Canyon, where my father had his first teaching job, and raised in Tempe just a short walk from Arizona State University. I was ready to leave home as soon as I finished college. As a child, my grandmother took me on bus trips to California, where beaches and flowering tree gardens lured me away from desert landscapes and endless days of sun. I wrote this chapter during the COVID-19 pandemic of 2020. How coincidental it is to be writing a reflective memoir at a time when it is hard to avoid reflecting. I had not thought I could tackle this project until well into the year, but sequestration at a rented house in South Carolina gave me time and so the pages multiplied in a different way. With this said, what is omitted is often the First grade photo, Broadmoor School, Tempe, most important material for reflection - the AZ emotional moments of childhood and the feelings that come with each turn of event. My parents appreciated my independent This is to be an account of things I may streak and, after helping me set up a studio have learned, however “wise,” for graduate apartment in Seal Beach, California, near my students or others who would have careers first job, my mother boarded a plane home in education and psychology, so it lacks a and left me to it.
    [Show full text]
  • An Academic Genealogy of Psychometric Society Presidents
    UvA-DARE (Digital Academic Repository) An Academic Genealogy of Psychometric Society Presidents Wijsen, L.D.; Borsboom, D.; Cabaço, T.; Heiser, W.J. DOI 10.1007/s11336-018-09651-4 Publication date 2019 Document Version Final published version Published in Psychometrika License CC BY Link to publication Citation for published version (APA): Wijsen, L. D., Borsboom, D., Cabaço, T., & Heiser, W. J. (2019). An Academic Genealogy of Psychometric Society Presidents. Psychometrika, 84(2), 562-588. https://doi.org/10.1007/s11336-018-09651-4 General rights It is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s), other than for strictly personal, individual use, unless the work is under an open content license (like Creative Commons). Disclaimer/Complaints regulations If you believe that digital publication of certain material infringes any of your rights or (privacy) interests, please let the Library know, stating your reasons. In case of a legitimate complaint, the Library will make the material inaccessible and/or remove it from the website. Please Ask the Library: https://uba.uva.nl/en/contact, or a letter to: Library of the University of Amsterdam, Secretariat, Singel 425, 1012 WP Amsterdam, The Netherlands. You will be contacted as soon as possible. UvA-DARE is a service provided by the library of the University of Amsterdam (https://dare.uva.nl) Download date:30 Sep 2021 psychometrika—vol. 84, no. 2, 562–588 June 2019 https://doi.org/10.1007/s11336-018-09651-4 AN ACADEMIC GENEALOGY OF PSYCHOMETRIC SOCIETY PRESIDENTS Lisa D.
    [Show full text]
  • Psychologist Self-Care in a Workaholic Nation
    VOL 62 Issue 3 FALL 2009 A publication of the Society of Clinical Psychology (Division 12, American Psychological Association) CONTENTS IN THIS ISSUE: Nomination Ballot – page 22 01 President’s Column 05 From the Editor 07 Internet Update: PRESIDENT’S COLUMN The Clinical Psychologist, Internet Update - Literally! Psychologist Self-Care in 08 Early Career Column: What Comes After “Early”? a Workaholic Nation 09 History Column: The Society of Clinical Psychology and the Clinical psychologists, by definition, study and modify International Association of human behavior. That is, we study and modify other Applied Psychology, 1982-2010 humans. Psychological principles, methods, and research are rare- 11 Student Column: ly brought to bear on ourselves, with the probable exception of our Getting the Most out of unsolicited attempts to diagnose one another (Norcross, 2000). Graduate School in Clinical Psychology As George Kelly (1955) noted many years ago, psycholo- By John C. Norcross, gists rarely apply their theories reflexively. That is, we do not 13 Book Recommendations: PhD, ABPP Mindfulness & Acceptance University of Scranton apply the same theories to our own behavior as psychologists that Based Behavioral Therapies President, Society of we use in understanding and treating patients. in Practice Clinical Psychology In this, my final presidential column, I would like to colle- 14 Psychopharm Update: gially offer a more personal message. I mean personal in the twin senses of private (not public) A New Model for and relational (not technical or professional). Of course, these are dubious distinctions in clini- Combining Pharmacotherapy and Psychotherapy in the cal psychology where the personal and the professional are often inextricably intertwined.
    [Show full text]
  • Varieties of Fame in Psychology Research-Article6624572016
    PPSXXX10.1177/1745691616662457RoedigerVarieties of Fame in Psychology 662457research-article2016 Perspectives on Psychological Science 2016, Vol. 11(6) 882 –887 Varieties of Fame in Psychology © The Author(s) 2016 Reprints and permissions: sagepub.com/journalsPermissions.nav DOI: 10.1177/1745691616662457 pps.sagepub.com Henry L. Roediger, III Washington University in St. Louis Abstract Fame in psychology, as in all arenas, is a local phenomenon. Psychologists (and probably academics in all fields) often first become well known for studying a subfield of an area (say, the study of attention in cognitive psychology, or even certain tasks used to study attention). Later, the researcher may become famous within cognitive psychology. In a few cases, researchers break out of a discipline to become famous across psychology and (more rarely still) even outside the confines of academe. The progression is slow and uneven. Fame is also temporally constricted. The most famous psychologists today will be forgotten in less than a century, just as the greats from the era of World War I are rarely read or remembered today. Freud and a few others represent exceptions to the rule, but generally fame is fleeting and each generation seems to dispense with the lessons learned by previous ones to claim their place in the sun. Keywords fame in psychology, scientific eminence, history of psychology, forgetting First, please take a quiz. Below is a list of eight names. done. (Hilgard’s, 1987, history text was better known Please look at each name and answer the following three than his scientific work that propelled him to eminence.) questions: (a) Do you recognize this name as belonging Perhaps some of you recognized another name or two to a famous psychologist? (b) If so, what area of study without much knowing why or what they did.
    [Show full text]
  • FOR IMMEDIATE RELEASE February 11, 2015
    FOR IMMEDIATE RELEASE February 11, 2015 CONTACT: Meg Walker Gretchen Koss President, Dir. of Marketing President, Dir. of Publicity Tandem Literary Tandem Literary 212-629-1990 ext. 2 212-629-1990 ext. 1 [email protected] [email protected] 20th Annual Audie® finalists announced in thirty categories Winners announced at the Audie Awards Gala in New York City on May 28th hosted by award winning author Jack Gantos Philadelphia, PA – The Audio Publishers Association (APA) has announced finalists for its 2015 Audie Awards® competition, the only awards program in the United States devoted entirely to honoring spoken word entertainment. Winners will be announced at the Audies Gala on May 28, 2015, at the New York Academy of Medicine in New York. Newbery award winning author, and audiobook narrator extraordinaire, Jack Gantos will emcee the event and says "I'm thrilled to host the Audies. Unlike when I'm in the recording studio, while on stage at the Audies Gala I can wear a watch, have my stomach growl, jiggle pocket change, trip over my own tongue, laugh at my own jokes, completely screw up my lines and not have to worry about repeating myself-- again and again. It is an honor to be a part of recognizing all the incredible audio talent in the industry who do the hard work of controlling themselves in the studio every single day." This year there will be an additional category: JUDGES AWARD – SCIENCE & TECHNOLOGY. Janet Benson, Audies Competition Chair, says “Recognizing the constantly evolving nature of modern science and technology, the Audies Competition Committee wished to honor audiobooks which celebrate Science, Technology, Engineering, and Mathematics.
    [Show full text]
  • Dignity Takings and Dehumanization: a Social Neuroscience Perspective
    Chicago-Kent Law Review Volume 92 Issue 3 Dignity Takings and Dignity Restoration Article 4 3-6-2018 Dignity Takings and Dehumanization: A Social Neuroscience Perspective Lasana T. Harris University College London Follow this and additional works at: https://scholarship.kentlaw.iit.edu/cklawreview Part of the Law and Psychology Commons Recommended Citation Lasana T. Harris, Dignity Takings and Dehumanization: A Social Neuroscience Perspective, 92 Chi.-Kent L. Rev. 725 (2018). Available at: https://scholarship.kentlaw.iit.edu/cklawreview/vol92/iss3/4 This Article is brought to you for free and open access by Scholarly Commons @ IIT Chicago-Kent College of Law. It has been accepted for inclusion in Chicago-Kent Law Review by an authorized editor of Scholarly Commons @ IIT Chicago-Kent College of Law. For more information, please contact [email protected], [email protected]. DIGNITY TAKINGS AND DEHUMANIZATION: A SOCIAL NEUROSCIENCE PERSPECTIVE LASANA T. HARRIS* I. INTRODUCTION Legal systems blend social cognition—inferences about the minds of others—with the social context.1 This is accomplished primarily through defining group boundaries. Specifically, legal systems dictate which people are governed within their jurisdiction. These people can all be considered part of the ingroup that the legal system represents. In fact, legal systems were created to facilitate people living together in large groups.2 This social contract requires people to be subject to the laws of their respective local, state, national, and international groups. Therefore, despite Rousseau’s theorizing of legal systems being created for all humanity, people governed by legal systems are assumed to belong to the relevant ingroup, however such a group is defined.
    [Show full text]
  • Research and Development Center for Teacher Education, the University of Texas
    REPORT RESUMES ED 013 981 24 AA 000 252 RESEARCH AND DEVELOPMENT CENTER FOR TEACHER EDUCATION, THE UNIVERSITY OF TEXAS. BEHAVIORAL SCIENCE MEMORANDUM NUMBER 13, PARTS A AND B. BY- MCGUIRE, CARSON TEXAS UNIV., AUSTIN, R! AND DEV. CTR. FOR ED. REPORT NUMBER BR- 23 PUB DATE 67 CONTRACT OEC-0 106 EDRS PRICE -$0.25 HC-$2.00 46P. DESCRIPTORS- *BIBLIOGRAPHIES, *ANNOTATED BIBLIOGRAPHIES, *TEACHER EDUCATION, *BEHAVIORAL SCIENCES, *EDUCATIONAL PSYCHOLOGY, ELEMENTARY EDUCATION, SECONDARY EDUCATION PART A OF MIS MEMORANDUM IS AN ANNOTATED BIBLIOGRAPHY FOR INSTRUCTORS IN TEACHER EDUCATION. PART B PRESENTS AN ANNOTATED BIBLIOGRAPHY THAT IS INTENDED AS AN ADDENDUM TO "BEHAVIORAL SCIENCE RESEARCH MEMORANDUMS" NUMBERS 10 AND 12. THESE BIBLIOGRAPHIES REPORT UPON TEXTS, BOOKS OF READINGS, SELECTED JOURNAL ARTICLES, VARIOUS MONOGRAPHS, AND RECENT BOOKS UPON TOPICS PERTINENT TO TEACHER EDUCATION. THE REFERENCES WERE COMPILED BY INSTRUCTORS OF EDUCATIONAL PSYCHOLOGY COURSES AT THE UNIVERSITY OF TEXAS AND BY RESEARCH PERSONNEL OF THE RESEARCH AND DEVELOPMENT CENTER FOR TEACHER EDUCATION LOCATED AT THE UNIVERSITY. THE AUTHOR STATES MOST OF THE REFERENCES ARE RELEVANT TO THE COURSE "BEHAVIORAL SCIENCES IN EDUCATION" OFFERED AT THE UNIVERSITY FOR BOTH ELEMENTARY AND SECONDARY EDUCATION SECTIONS, (AL) AltC- 0A-q7- r A RESEARCH AND DEVELOPMENT CENTER FOR TEACHER EDUCATION THE UNIVERSITY OF TEXAS , Behavioral Science Memorandum No. 13 This issue of the BSR Memo series reports upon texts, books of readings,selected journal ar- ia*. tidies, various monographs, and recent books upon topics pertinent toteacher education.Most of CC) the references are relevant to a course "Behavioral Sciences inEducation" (Elementary and Second- ary Education sections) offered at The University of Texas.
    [Show full text]
  • Using Conceptual Maps in Introductory Psychology
    Using Conceptual Maps in Introductory Psychology •Identify 10-15 key concepts or topics in the course –Classical vs. operant conditioning –Genetics and environmental interactions –Types of forgetting –Theoretical Perspectives –Cognitive, Social and Moral development –Descriptive, Correlational and Experimental Methods –Neuronal vs. synaptic transmission –Processes in human memory –Altered states of consciousness –Theories of dreaming –Schedules of reinforcement –Brain structures and functions Pick 5 to review Write the concept or topic at the top of a piece of blank paper In your own words, write an explanation or definition for each concept Do not use your text or notes Draw a web, or use a chart where possible Include names where important Compare your response to your text or notes and edit Sequence and number each page from 1=most important to 5=least important in terms of your study time Do the whole process again for the next group of concepts Integrate the numbering to guide you in scheduling what to work on first Example of a Conceptual Map Development Prenatal Infancy and Childhood Genetics Environment Attachment XX=girl teratogen biology sets limits XY=boy FAS enviro influences from sperm bio & env interact Cognitive Moral Psychosocial Piaget Vygotsky Kohlberg Erikson Piaget Vygotsky Stages: Continual, gradual process 1. Sensorimotor •Birth to 2 yrs Zone of proximal development •Object perm. -Experience can change 2. Preoper’tl development within limits of •2-7 years biological maturation •Centration 3. Concrete Theory of Mind Operational -understanding other people’s •7-12 years thinking •Conservation -similar to egocentrism 4. Formal operational •>12 years abstract thought Erikson Kohlberg Stages: Stages: 1.Trust/mistrust <1 year Preconventional •1.punishment/obey 2.
    [Show full text]