An Introduction to the History of Psychology
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III. Embodied Cognition A
+(,121/,1( Citation: 35 Queen's L.J. 117 2009-2010 Content downloaded/printed from HeinOnline (http://heinonline.org) Wed Nov 17 15:51:32 2010 -- Your use of this HeinOnline PDF indicates your acceptance of HeinOnline's Terms and Conditions of the license agreement available at http://heinonline.org/HOL/License -- The search text of this PDF is generated from uncorrected OCR text. -- To obtain permission to use this article beyond the scope of your HeinOnline license, please use: https://www.copyright.com/ccc/basicSearch.do? &operation=go&searchType=0 &lastSearch=simple&all=on&titleOrStdNo=0316-778X Embodied Rationality BarbaraA. Spellman and Simone Schnall* Standard law and economics theory relies on the assumption that human beings act as ideal rationaldecision makers. However, significantpsychological researchhas undermined the view that individuals act completely rationally. The authors detail a recent approach to the human mind known as "embodied cognition", which maintains that mental processes are grounded in actual bodily states. This link between the mind and body is not captured in the standard view of the rationalhuman. Studying the mind in relation to the body can help us better understandand predict seemingly irrationalactions. The authors describe the precursors to the embodied cognition movement, and note that although embodied cognition is similar to earlierapproaches that consideredheuristics, it offers a more complete theory of human behaviour. They use embodied cognition as the basisfor an expanded notion of embodied rationality that goes beyond the domain of affect and actions into the domain ofjudgments. The concept of embodied rationalitycan be applied to reasoning and decision-makingprocesses central to Behavioural Law and Economics. -
Weberˇs Planetary Model of the Atom
Weber’s Planetary Model of the Atom Bearbeitet von Andre Koch Torres Assis, Gudrun Wolfschmidt, Karl Heinrich Wiederkehr 1. Auflage 2011. Taschenbuch. 184 S. Paperback ISBN 978 3 8424 0241 6 Format (B x L): 17 x 22 cm Weitere Fachgebiete > Physik, Astronomie > Physik Allgemein schnell und portofrei erhältlich bei Die Online-Fachbuchhandlung beck-shop.de ist spezialisiert auf Fachbücher, insbesondere Recht, Steuern und Wirtschaft. Im Sortiment finden Sie alle Medien (Bücher, Zeitschriften, CDs, eBooks, etc.) aller Verlage. Ergänzt wird das Programm durch Services wie Neuerscheinungsdienst oder Zusammenstellungen von Büchern zu Sonderpreisen. Der Shop führt mehr als 8 Millionen Produkte. Weber’s Planetary Model of the Atom Figure 0.1: Wilhelm Eduard Weber (1804–1891) Foto: Gudrun Wolfschmidt in der Sternwarte in Göttingen 2 Nuncius Hamburgensis Beiträge zur Geschichte der Naturwissenschaften Band 19 Andre Koch Torres Assis, Karl Heinrich Wiederkehr and Gudrun Wolfschmidt Weber’s Planetary Model of the Atom Ed. by Gudrun Wolfschmidt Hamburg: tredition science 2011 Nuncius Hamburgensis Beiträge zur Geschichte der Naturwissenschaften Hg. von Gudrun Wolfschmidt, Geschichte der Naturwissenschaften, Mathematik und Technik, Universität Hamburg – ISSN 1610-6164 Diese Reihe „Nuncius Hamburgensis“ wird gefördert von der Hans Schimank-Gedächtnisstiftung. Dieser Titel wurde inspiriert von „Sidereus Nuncius“ und von „Wandsbeker Bote“. Andre Koch Torres Assis, Karl Heinrich Wiederkehr and Gudrun Wolfschmidt: Weber’s Planetary Model of the Atom. Ed. by Gudrun Wolfschmidt. Nuncius Hamburgensis – Beiträge zur Geschichte der Naturwissenschaften, Band 19. Hamburg: tredition science 2011. Abbildung auf dem Cover vorne und Titelblatt: Wilhelm Weber (Kohlrausch, F. (Oswalds Klassiker Nr. 142) 1904, Frontispiz) Frontispiz: Wilhelm Weber (1804–1891) (Feyerabend 1933, nach S. -
Fechner's Inner Psychophysics Viewed From
FECHNER’S INNER PSYCHOPHYSICS VIEWED FROM BOTH A HERBARTIAN AND A FECHNERIAN PERSPECTIVE David J. Murray Department of Psychology, Queen’s University, Kingston, Ontario and Christina A. Bandomir Department of Psychology, University of Guelph, Guelph, Ontario Abstract Following brief summaries of the overlapping lives of Herbart, E. H. Weber, Fechner, and Helmholtz, it is shown that Herbart and Fechner agreed about the nature of mental science in three particular ways. First, both adopted ideas about force and energy from the physical sciences; Herbart’s interplay of Vorstellungen assumed that equilibrium states were attained when opposing forces balanced out, while Fechner’s notion of brain oscillations was based on the idea that to every action there corresponded a reaction. Second, both assumed that Vorstellungen could be assigned magnitudes, but Fechner was far more concerned than was Herbart with the problem of how to measure those magnitudes. Third, the threshold of consciousness was defined in mathematical terms by Herbart, whereas the absolute threshold associated with a sensation magnitude was speculated about in physiological terms by Fechner. In order to show both how Herbart and Fechner tried to base their respective theories of mind on the physics available to them, it will be useful first to outline their respective biographies, along with those of E. H. Weber and of H. von Helmholtz. This will enable us to gain an overview of how the lives of these pioneer psychologists overlapped, and, more important, to relate their life-stories to one of the most important innovations in the history of physics, namely, the enunciation of the principle of the conservation of energy. -
Hermann Lotze
Hermann Lotze An Intellectual Biography WILLIAM R. WOODWARD University of New Hampshire Kg Cambridge UNIVERSITY PRESS Contents List of Figures page ix Preface xiii List of Abbreviations xix Introduction: A Scientific Intellectual Biography between Biedermeier and Modern Cosmopolitan Thought i PART I YOUTH IN BIEDERMEIER 1 Ancestry and Education of a Cultural Reformer (1817-1834) 2.1 2 Education in Medical Thought and Practice: Working Explanations (1834-1838) 44 3 Education in Philosophy: The Mathematical Construction of Space(1834-1839) 67 4 A Gestalt Metaphysics: Laws, Events, and Values (1838-1841) 9° 5 Applying Hypotheses in Pathology and Therapy (1838-1842) 123 6 The Dual Model of Explanation and Speculation (1838-1843) 147 PART II EMERGING BOURGEOIS LIBERALISM 7 Levels of Physiological Explanation (1843-1851) 173 8 The Physical-Mental Mechanism: An Alternative to Psychophysics (1846-1852) 202 vii viii Contents 9 Inner Migration or Disguised Reform? Political Interests of Philosophical Anthropology (1851-1864) 228 10 From the Evolution of Culture to the Human Sciences (1852-1858) 252 11 A Feminist Turn in Secular Theology (1858-1864) 284 PART III THE SYSTEM IN THE BISMARCK PERIOD 12 From an Aesthetics of Everyday Life to Dilthey's Lived Experience (1864-1868) 323 13 Between Objectivism and Relativism: Logic as Theory of Inquiry (1868-1874) 352 14 The Metaphysical Foundations of Matter and Mind (1874-1879) 378 15 The Personal Is the Political: A Cosmopolitan Ethics (1864-1881) 406 Postscript: Historiographic Lessons of Lotze Research 435 Appendix 1 Chronology of Hermann Lotze's Life 449 Appendix 2 Publications and Published Letters of Hermann Lotze 4 5 z Appendix 3 Unpublished Sources 460 Appendix 4 Dissertations with Lotze's Evaluative Remarks (Promotionsschriften and Habilitationsschriften) 465 Index 475 Figures o.i Lotze at age twenty-six in Leipzig. -
Pain” in the Modern Neurosciences: a Historical Account of the Visualization Technologies Used in the Development of an “Algesiogenic Pathology”, 1850 to 2000
Brain Sci. 2015, 5, 521-545; doi:10.3390/brainsci5040521 OPEN ACCESS brain sciences ISSN 2076-3425 www.mdpi.com/journal/brainsci/ Review Objectifying “Pain” in the Modern Neurosciences: A Historical Account of the Visualization Technologies Used in the Development of an “Algesiogenic Pathology”, 1850 to 2000 Frank W. Stahnisch Department of Community Health Sciences & Department of History, The University of Calgary, 3280 Hospital Drive NW, Calgary T2N 4Z6, AB, Canada; E-Mail: [email protected]; Tel.: +1-403-210-6290. Academic Editor: Patrick W. Stroman Received: 31 August 2015 / Accepted: 9 November 2015 / Published: 17 November 2015 Abstract: Particularly with the fundamental works of the Leipzig school of experimental psychophysiology (between the 1850s and 1880s), the modern neurosciences witnessed an increasing interest in attempts to objectify “pain” as a bodily signal and physiological value. This development has led to refined psychological test repertoires and new clinical measurement techniques, which became progressively paired with imaging approaches and sophisticated theories about neuropathological pain etiology. With the advent of electroencephalography since the middle of the 20th century, and through the use of brain stimulation technologies and modern neuroimaging, the chosen scientific route towards an ever more refined “objectification” of pain phenomena took firm root in Western medicine. This article provides a broad overview of landmark events and key imaging technologies, which represent the long developmental path of a field that could be called “algesiogenic pathology.” Keywords: pain; history of medicine; Leipzig; Montreal; New York; nineteenth century; precursors to functional neuroimaging of pain; twentieth century “The past of a present-day science is not the same thing as that science in the past.” (Georges Canguilhem) [1] 1. -
Chapter 11: Behaviorism: After the Founding
Chapter 11: Behaviorism: After the Founding Dr. Rick Grieve PSY 495 History and Systems Western Kentucky University 1 Neobehaviorism Operationism Operationism: the doctrine that a physical concept can be defined in precise terms relating to the set of operations or procedures by which it is determined The validity of any scientifiscientificc findings or theoretical construct depends on the validity of the operations used in arriving at that finding Percy W. Bridgman All physical concepts be defined precisely and that all concepts lacking physical referents be discarded Therefore, a physical concept is the same as the set of operations or procedures which defines it Propositions that cannot be put to the test are meaningless for science 2 Neobehaviorism This was first proposed in physics Neobehaviorists incorporated operationism into their psychology Edward Chance Tolman (1886(1886--1959)1959) Purposive Behaviorism Combines objective study of behavior with consideration of pusrposiveness, or goalgoal--orientationorientation in behavior Described in Purposive Behavior in Animals and Men (1932) Purposiveness can be described in behavioral terms z therefore, Tolman was not arguing for a return to consciousness All behaviors are goalgoal--directeddirected 3 Chapter 11: Behaviorism: After the Founding 1 Neobehaviorism Intervening variables Initiating causes and the final resulting behavior must be observable and must have operational definitions Five independent variables can function as causes of behavior z Environmental -
Buku Perkuliahan Psikologi Belajar
BUKU PERKULIAHAN PSIKOLOGI BELAJAR RIZMA FITHRI, S.Psi, M. Si PRODI PSIKOLOGI FAKULTAS DAKWAH DAN ILMU KOMUNIKASI UIN SUNAN AMPEL SURABAYA i PRAKATA Alhamdulillah puji syukur ke Hadirat Allah SWT atas selesainya buku perkuliahan Psikologi Belajar. Buku ini disusun untuk memenuhi kebutuhan bahan pustaka psikologi belajar yang selama ini dirasa cukup kurang. Penulisan buku ini dibiayai oleh IDB sebagai implementasi peningkatan mutu pembelajaran di lingkungan UIN Sunan Ampel Surabaya. Buku ini diharapkan dapat membantu mahasiswa peserta mata kuliah psikologi belajar untuk lebih mudah memahami teori-teori pskologi belajar, mulai dari teori belajar behavioristik, kognitif, humanistik dan konstruktifism. Selain itu juga diharapkan mahasiswa mampu mengaplikasikan teori- teori belajar dalam situasi belajar dan mengajar yang sesungguhnya. Buku ini akan banyak membantu mahasiswa yang tertarik dengan masalah belajar dan pembelajaran. Akhir kata, semoga buku perkuliahan ini bermanfaat untuk seluruh mahasiswa yang berminat terhadap psikologi belajar khususnya dan psikologi pendidikan pada umumnya. Surabaya, Desember 2014 Penulis Rizma Fithri, S. Psi, M. Si ii digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id DAFTAR ISI PENDAHULU Halaman Judul i Prakata ii Daftar Isi iii Satuan Acara Perkuliahan iv ISI PAKET Paket 1 : Pengertian Psikologi Belajar 1 Paket 2 : Teori Koneksionisme 2 Paket 3 : Teori Behaviorisme : Classical Conditioning Ivan Pavlov, Cotiguous -
Theories and Principles of Learning Enhance the Teaching and Learning Process in the Nurse–Client Relationship
© Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION © MirageC /Getty Images © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC 3NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR TSALEheories OR DISTRIBUTION and Principles NOT FOR SALE OR DISTRIBUTION of Learning © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION OBJECTIVES Upon completion of this chapter, you will be able to do the following: ■■ Apply the following learning theories to selected teaching–learning situations: behavior- ©ism Jones (stimulus–response & Bartlett and Learning, operant conditioning), LLC cognitivism (gestalt© Jonesand information & Bartlett Learning, LLC NOTprocessing), FOR andSALE social OR cognitive DISTRIBUTION theory. NOT FOR SALE OR DISTRIBUTION ■■ Apply principles of learning in selected client education situations. ■■ Describe how theories and principles of learning enhance the teaching and learning process in the nurse–client relationship. © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION CHAPTER OUTLINE Introduction Principles of Learning Value of Theory • Focusing Intensifies Learning Theories of Learning • Repetition Enhances Learning © Jones & Bartlett Learning,Behavioral Views LLC of Learning © Jones• &Learner Bartlett Control Learning, -
UNIT 8 Behaviourism*
UNIT 8 BEHAVIOURISM* Structure 8.0 Introduction 8.1 Origins of Behaviourism 8.1.1 Presocratic Philosophers 8.1.2 French Sensationalism 8.1.3 British Empiricism 8.1.4 Animal Psychology 8.1.5 Russian Physiologists 8.1.6 Edward Lee Thorndike 8.1.7 Functionalism 8.2 John B. Watson (Watsonian Behaviourism) 8.2.1 Types of Behaviour 8.2.2 Instincts 8.2.3 Emotions 8.2.4 Thought Processes 8.2.5 Learning 8.2.6 Mind-Body Problem 8.2.7 Sex Education 8.2.8 Advertising 8.3 Criticisms of Watsonian Behaviourism 8.4 Overall Impact of Watson 8.5 Summary 8.6 Key Words 8.7 Review Questions 8.8 References and Further Reading 8.9 References for Figures 8.10 Web Resources Learning Objectives After reading this Unit, you will be able to: ● Ascertain the origins of behaviourism; ● Discuss the contributions of John Watson; and ● Describe the overall impact of Watsonian Behaviourism. * Dr. Saif R. Farooqi, Department of Applied Psychology, Vivekananda College, University of Delhi BPCC 106_2nd Proof.indd 144 4/1/2021 3:09:15 PM 8.0 INTRODUCTION Behaviorism Behaviourism or the behaviourist approach lays stress on the role of environmental stimuli in determining the way we act. Learning — changes in behaviour because of experiences (excluding changes due to fatigue, injury, or drug effects) — is at the centre of this approach. The study of classical and operant conditioning in behaviourism has further augmented the understanding of learning. During the development of psychology, United States of America in twentieth century witnessed the substantial support received by behaviourism as a system that defines psychology as the study of behaviour. -
Phd in Philosophy
PhD in Philosophy CYCLE XXXII COORDINATOR Prof. Adriano Fabris Hermann Lotze on the Mind–Body Problem and the 19th Century Philosophy and Psychology: With Special Attention to William James Academic Discipline (SSD) M-FIL/06 Doctoral Candidate Supervisors Michele Vagnetti Prof. Alessandro Pagnini Apl. Prof. Dr. Nikolay Milkov Coordinator Prof. Fabris Adriano Years 2017/2020 CONTENTS 1. Preliminary remarks on Hermann Lotze’s metaphysics 1 1.1. Lotze on science and metaphysics 1 1.2. Lotze’s atomism 6 1.3. Philosophy of space: metaphysics and geometry 12 2. Physiological and psychological studies in the first half of the 19th century 26 2.1. The study of the nervous system 26 2.2. Hermann Lotze on phrenology and the question of the location of the mind 35 2.3. Three scientific psychologists 39 2.3.1. Ernst Heinrich Weber 39 2.3.2. Gustav Theodor Fechner 44 2.3.3. Alfred Wilhelm Volkmann 53 3. The reductionist approach to the mind–body problem and its critics 54 3.1. Hermann von Helmholtz 56 3.2. The dispute between Büchner and Lotze 60 3.3. Two further scholars 64 3.3.1. J. F. Herbart 64 3.3.2. J. F. Fries 69 4. Hermann Lotze on the relation between body and mind 78 4.1. Pilosophical psychology and perspectivism 86 4.2. Physiological psychology between materialism and mentalism 94 4.3. The psycho-physical mechanism: the occasionalist way 103 I 4.4. The psycho-physical mechanism: the interaction 110 4.5. Lotze’s theory of local signs 113 4.6. -
LEARNING and TEACHING Theories, Approaches and Models
LEARNING AND TEACHING Theories, Approaches and Models Editors: Zeki Kaya, Ahmet Selçuk Akdemir Authors: Celal Akdeniz Hasan Bacanlı Engin Baysen Melek Çakmak Nadir Çeliköz Nazan Doğruer Bahadır Erişti Yavuz Erişen Ramadan Eyyam Kerim Gündoğdu Erinç Karataş Serçin Karataş Yücel Kayabaşı Durmuş Kılıç Ahmet Kurnaz İpek Meneviş Mehmet Arif Özerbaş Öykü Özü Fatoş Silman Ali Murat Sünbül Mehmet Şahin Hidayet Tok Halil İbrahim Yalın Çözüm Eğitim Yayıncılık, Ankara- Türkiye 2016 LEARNING AND TEACHING : THEORIES, APPROACHES AND MODELS Editors: Zeki Kaya, Ahmet Selçuk Akdemir LEARNING AND TEACHING Theories, Approaches and Models 1st Edition in English June 2016 ISBN: 978-975-01577-2-1 Çözüm Eğitim Yayıncılık Cihan Sokak No:13/6 Sıhhiye Çankaya / Ankara- TÜRKİYE http://www.cozumegitim.net Tel: +90 312 433 03 97 Faks: +90 312 433 03 89 i LEARNING AND TEACHING Theories, Approaches and Models Editors: Zeki Kaya, Ahmet Selçuk Akdemir Authors: Celal Akdeniz Hasan Bacanlı Engin Baysen Melek Çakmak Nadir Çeliköz Nazan Doğruer Bahadır Erişti Yavuz Erişen Ramadan Eyyam Kerim Gündoğdu Erinç Karataş Serçin Karataş Yücel Kayabaşı Durmuş Kılıç Ahmet Kurnaz İpek Meneviş Mehmet Arif Özerbaş Öykü Özü Fatoş Silman Ali Murat Sünbül Mehmet Şahin Hidayet Tok Halil İbrahim Yalın Çözüm Eğitim Yayıncılık. Ankara, Türkiye, 2016 ii LEARNING AND TEACHING : THEORIES, APPROACHES AND MODELS FOREWORD Learning is one of the most long-running, undeniably important actions of human being. In addition to his innate behaviours, acquiring new knowledge, skills and attitudes through the experiences over various processes, human being directs his life in accordance with his learning. The acquirements have an efficient role on all his decisions during the lifetime. -
HANDBOOK of PSYCHOLOGY: VOLUME 1, HISTORY of PSYCHOLOGY
HANDBOOK of PSYCHOLOGY: VOLUME 1, HISTORY OF PSYCHOLOGY Donald K. Freedheim Irving B. Weiner John Wiley & Sons, Inc. HANDBOOK of PSYCHOLOGY HANDBOOK of PSYCHOLOGY VOLUME 1 HISTORY OF PSYCHOLOGY Donald K. Freedheim Volume Editor Irving B. Weiner Editor-in-Chief John Wiley & Sons, Inc. This book is printed on acid-free paper. ➇ Copyright © 2003 by John Wiley & Sons, Inc., Hoboken, New Jersey. All rights reserved. Published simultaneously in Canada. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the Publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, Inc., 222 Rosewood Drive, Danvers, MA 01923, (978) 750-8400, fax (978) 750-4470, or on the web at www.copyright.com. Requests to the Publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, (201) 748-6011, fax (201) 748-6008, e-mail: [email protected]. Limit of Liability/Disclaimer of Warranty: While the publisher and author have used their best efforts in preparing this book, they make no representations or warranties with respect to the accuracy or completeness of the contents of this book and specifically disclaim any implied warranties of merchantability or fitness for a particular purpose. No warranty may be created or extended by sales representatives or written sales materials.