Innovation in Psychotherapy, Challenges, and Opportunities: an Opinion Paper
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'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. -
179 from Darwin to Watson (And Cognitivism) and Back
Behavior and Philosophy, 32, 179-195 (2004). © 2004 Cambridge Center for Behavioral Studies FROM DARWIN TO WATSON (AND COGNITIVISM) AND BACK AGAIN: THE PRINCIPLE OF ANIMAL–ENVIRONMENT MUTUALITY Alan Costall University of Portsmouth ABSTRACT: Modern cognitive psychology presents itself as the revolutionary alternative to behaviorism, yet there are blatant continuities between modern cognitivism and the mechanistic kind of behaviorism that cognitivists have in mind, such as their commitment to methodological behaviorism, the stimulus–response schema, and the hypothetico- deductive method. Both mechanistic behaviorism and cognitive behaviorism remain trapped within the dualisms created by the traditional ontology of physical science— dualisms that, one way or another, exclude us from the “physical world.” Darwinian theory, however, put us back into nature. The Darwinian emphasis upon the mutuality of animal and environment was further developed by, among others, James, Dewey, and Mead. Although their functionalist approach to psychology was overtaken by Watson’s behaviorism, the principle of animal–environment dualism continued to figure (though somewhat inconsistently) within the work of Skinner and Gibson. For the clearest insights into the mutuality of organism and environment we need to set the clock back quite a few years and return to the work of Darwin and the early functionalist psychologists. Key words: Darwin, ecological psychology, mutualism, behaviorism, cognitivism I distinguish between the movements of the waters and the shift of the bed itself; though there is not a sharp distinction of the one from the other. (Wittgenstein, 1969, §§97) Traditional theories have separated life from nature, mind from organic life, and thereby created mysteries. .Those who talk most of the organism, physiologists and psychologists, are often just those who display least sense of the intimate, delicate and subtle interdependence of all organic structures and processes with one another. -
Learning Theories
The Students' Guide to Learning Design and Research Royce Kimmons & Secil Caskurlu Version: 0.88 Built on: 11/07/2020 12:10pm This book is provided freely to you by CC BY: This work is released under a CC BY license, which means that you are free to do with it as you please as long as you properly attribute it. Table of Contents About this Book ......................................................................... 5 Learning Theories ............................................................................ 7 Behaviorism ............................................................................... 8 Cognitivism .............................................................................. 20 Constructivism ........................................................................ 33 Socioculturalism ..................................................................... 44 Research Methods ......................................................................... 61 Case Studies ............................................................................ 62 Design-Based Research ......................................................... 70 Inferential Statistics .............................................................. 79 Learning Analytics .................................................................. 87 Psychometrics ......................................................................... 97 Design and Development ........................................................... 107 Continuous Improvement Dashboards ............................. -
Cognitivism in the Theory of Emotions John Deigh Ethics, Vol. 104, No. 4
Cognitivism in the Theory of Emotions John Deigh Ethics, Vol. 104, No. 4. (Jul., 1994), pp. 824-854. Stable URL: http://links.jstor.org/sici?sici=0014-1704%28199407%29104%3A4%3C824%3ACITTOE%3E2.0.CO%3B2-Z Ethics is currently published by The University of Chicago Press. Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at http://www.jstor.org/about/terms.html. JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in the JSTOR archive only for your personal, non-commercial use. Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at http://www.jstor.org/journals/ucpress.html. Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed page of such transmission. JSTOR is an independent not-for-profit organization dedicated to and preserving a digital archive of scholarly journals. For more information regarding JSTOR, please contact [email protected]. http://www.jstor.org Fri May 11 15:42:51 2007 SURVEY ARTICLE Cognitivism in the Theory of Emotions* John Deigh Cognitivism now dominates the philosophical study of emotions. Its ascendancy in this area parallels the ascendancy of cognitivism in the philosophy of mind generally. Yet the two trends have independent sources. In the philosophy of mind, cognitivism arose from unhappi- ness with the various behaviorist programs that prevailed at midcen- tury in psychology and philosophy. -
Cognition and Development
Cognition and Development A mosaic of axial brain images composed of photographs from different laboratories in Psychology. Social Sciences Cognition and Development The Program in Cognition and Development at Emory approaches the study of cognition from multiple The Cognition and Development program’s multi-faceted training features the following: perspectives including adult and child behavioral The program covers six primary areas of study: perspectives, neuroimaging and neuroscientific Memory, Language, Grounded Cognition, Emotion, Social/Cultural Processes, and Plasticity. perspectives, computational perspectives, and Students and faculty attend and participate in a variety of talks and research groups designed to emotional/social/situated perspectives. foster interaction across labs and experimental approaches We train students for research and teaching at the fore- front of cognition and its development. Our goal is to ground students in an interdisciplinary understanding of the basic issues in cognition from the perspectives of cog- nitive psychology, developmental psychology, cognitive and affective neuroscience, and computational model- ing. Through research training, coursework, and teach- ing, students acquire the professional skills necessary for careers in academic research and teaching institutions, as well as in other public and private research settings. Research The primary research areas across the faculty and stu- dents within the program include conceptual processing and the perceptual grounding of knowledge representa- tion, plasticity, language, social and emotional cognition, and memory. We employ a wide range of techniques and methodologies including observational, interview/ques- tionnaire, forced-choice, reaction time, looking time, perceptual discrimination, psychophysiology, functional magnetic resonance imaging (fMRI), Transcranial Mag- netic Stimulation (TMS), and event related potentials CREATE NEW KNOWLEDGE COGNITION AND DEVELOPMENT (ERP). -
The American Board of Behavioral and Cognitive Psychology
The American Board of Behavioral and Cognitive Psychology Manual for Applicants (Revised January 1, 2017) Page 2 of 20 TABLE OF CONTENTS WELCOME ............................................................................................................................. 3 DEFINITION OF THE SPECIALTY OVERVIEW OF THE APPLICATION PROCESS ............................................................................ 4 COMPETENCIES CHARACTERIZING THE SPECIALTY .................................................................. 4 FOUNDATIONAL COMPETENCIES FUNCTIONAL COMPETENCIES ELIGIBILITY FOR CANDIDACY .................................................................................................. 6 GENERIC DEGREE AND PROGRAM REQUIREMENTS SPECIALTY REQUIREMENTS FOR BEHAVIORAL AND COGNITIVE PSYCHOLOGY APPLICATION FORMS AND STEPS ........................................................................................... 8 OVERVIEW OF THE THREE STAGE PROCESS ............................................................................ 8 WRITTEN DOCUMENTS THE ORAL EXAMINATION NOTIFICATION AND AWARD OF THE DIPLOMA .................................................................... 15 APPEALING AN UNSUCCESSFUL EXAM PERSONAL AFFILIATION AND STANDARDS OF PRACTICE ...................................................... 16 MAINTENANCE OF CERTIFICATION……………………………………………………………………………………….16 MAINTENANCE OF CERTIFICATION APPEAL PROCEDURE CLOSING STATEMENT ......................................................................................................... -
Games for Learning
Games for Learning 1 2 3 4 Michaela Slussareff , Eelco Braad , Philip Wilkinson , Björn Strååt 1 I nstitute of Information Science and Librarianship, Charles University in Prague, Czech Republic [email protected] 2 School of Communication, Media and IT, Hanze University of Applied Sciences, Groningen, The Netherlands [email protected] 3 Centre for Excellence in Media Practice, Bournemouth University, The United Kingdom [email protected] 4 D epartment of Computer and Systems Sciences, Stockholm University, Sweden bjor[email protected] Abstract. This chapter discusses educational aspects and possibilities of serious games. For researchers as well as game designers we describe key learning theories to ground their work in theoretical framework. We draw on recent metareviews to offer an exhaustive inventory of known learning and affective outcomes in serious games, and to discuss assessment methods valuable not only for research but also for efficient serious game design. The implementation and design of serious games are outlined in separated sections. Different individual characteristics that seem to be strongly affecting process of learning with serious games (learning style, gender and age) are discussed with emphasis on game development. Keywords: digital gamebased learning; serious games; serious game design 1 Intro Overview of Subsections To understand game as a specific and persuasive medium for learning is an approach with a rich history (See Chapter History of Serious Games). In recent years however, this approach has become increasingly sophisticated with the emergence of gamebased learning as a research field, the development of digital technologies to support gaming, and the convergence of traditional theories of learning and games’ design. -
Cognitive Psychology
COGNITIVE PSYCHOLOGY PSYCH 126 Acknowledgements College of the Canyons would like to extend appreciation to the following people and organizations for allowing this textbook to be created: California Community Colleges Chancellor’s Office Chancellor Diane Van Hook Santa Clarita Community College District College of the Canyons Distance Learning Office In providing content for this textbook, the following professionals were invaluable: Mehgan Andrade, who was the major contributor and compiler of this work and Neil Walker, without whose help the book could not have been completed. Special Thank You to Trudi Radtke for editing, formatting, readability, and aesthetics. The contents of this textbook were developed under the Title V grant from the Department of Education (Award #P031S140092). However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government. Unless otherwise noted, the content in this textbook is licensed under CC BY 4.0 Table of Contents Psychology .................................................................................................................................................... 1 126 ................................................................................................................................................................ 1 Chapter 1 - History of Cognitive Psychology ............................................................................................. 7 Definition of Cognitive Psychology -
Brain-Based Aspects of Cognitive Learning Approaches in Second Language Learning
English Language Teaching; Vol. 6, No. 5; 2013 ISSN 1916-4742 E-ISSN 1916-4750 Published by Canadian Center of Science and Education Brain-Based Aspects of Cognitive Learning Approaches in Second Language Learning Alireza Navid Moghaddam1 & Seyed Mahdi Araghi1 1 Department of English, Faculty of foreign Languages, Payam e Noor University, Tabriz, Iran Correspondence: Seyed Mahdi Araghi, Department of English, Faculty of foreign Languages, Payam e Noor University, Po Box 19395-3697, Tehran, Iran. E-mail: [email protected] & [email protected] Received: February 3, 2013 Accepted: March 12, 2013 Online Published: April 3, 2013 doi:10.5539/elt.v6n5p55 URL: http://dx.doi.org/10.5539/elt.v6n5p55 Abstract Language learning process is one of the complicated behaviors of human beings which has called many scholars and experts 'attention especially after the middle of last century by the advent of cognitive psychology that later on we see its implication to education. Unlike previous thought of schools, cognitive psychology deals with the way in which the human mind controls learning. Although it was great development on the way of understanding the nature of learning, cognitive psychologists were criticized by other approaches that this caused mush evolution in cognitivism. On the other hand by the rapid growth of technology our understanding of brain has increased, therefore we know its functions and structures even while working. Neuroscience and its implications to educational domain has been increasing time to time, it means neuroscience and education never were so close to each other. Meanwhile, Brain-based researchers can confirm many learning theories that introduced during the educational great efforts of cognitive and non-cognitive approaches. -
Developmental Psychology: Incorporating Piaget's and Vygotsky's Theories in Classrooms
Journal of Cross-Disciplinary Perspectives in Education Vol. 1, No. 1 (May 2008) 59 - 67 Developmental Psychology: Incorporating Piaget’s and Vygotsky’s Theories in Classrooms Barbara Blake and Tambra Pope In today’s society, there is disagreement of their students’ cognitive development, which will among researchers and educators as to the role of lead to the needs of the whole child being satisfied. developmental psychology and its application in the Cognitive psychology is a branch of psychology elementary classrooms. It is widely accepted in the that focuses on studies mental processes, which educational field that children must go through the include how people think, perceive, remember, and process of learning to think and thinking to learn. learn. Its core focus is on how people acquire, Therefore, teachers, who can incorporate the process, and store information. It is advantageous theories of Piaget and Vygotsky into their teaching for teachers to understand cognitive psychology strategies, will be better able to increase student because it can help them improve their teaching and achievement. student learning. Teachers become more cognizant Developmental Psychology, the study of to how people process, learn, and remember age-related changes in behavior, examines the information, which helps them plan more effective psychological processes of development, which lessons and create positive learning environments means it describes the sequence of biological, for their students. By using appropriate cognitive, and socio-emotional changes that humans developmental instructional techniques, teachers undergo as they grow older. It describes the growth have been able to increase the test scores of children of humans, which consists of physical, emotional, in public schools (Black & Green, 2005). -
Sport and Exercise Psychology Research: from Theory to Practice
Sport and Exercise Psychology Research From Theory to Practice Edited by Markus Raab Department of Performance Psychology, German Sport University Cologne, Institute of Psychology, Cologne, Germany; School of Applied Sciences, London South Bank University, London, United Kingdom Paul Wylleman Research Group Sport Psychology and Mental Support (SPMB), Department of Movement and Sport Sciences, Faculty of Physical Education and Physiotherapy and Faculty of Psychology and Educational Sciences, Vrije Universiteit Brussel, Brussels, Belgium Roland Seiler Department II (Sport Psychology), Institute of Sport Science, University of Bern, Bern, Switzerland Anne-Marie Elbe Department of Nutrition, Exercise and Sports, University of Copenhagen, Copenhagen, Denmark Antonis Hatzigeorgiadis Department of Physical Education and Sport Science, University of Thessaly, Trikala, Greece AMSTERDAM • BOSTON • HEIDELBERG • LONDON NEW YORK • OXFORD • PARIS • SAN DIEGO SAN FRANCISCO • SINGAPORE • SYDNEY • TOKYO Academic Press is an imprint of Elsevier Chapter 18 Escape From Cognitivism: Exercise as Hedonic Experience Panteleimon Ekkekakis, Zachary Zenko Department of Kinesiology, Iowa State University, Ames, IA, United States Several intriguing opinions on the psychology of exercise and physical activity can be found in the writings of the ancient Greeks (Ekkekakis, Hargreaves, & Parfitt, 2013) and other ancient texts. Reflections on human thoughts and feel- ings about exercise, some even remarkably detailed and insightful, also feature prominently in the writings of some of the fathers of modern psychology in the 19th century, including Alexander Bain, James Mark Baldwin, and William James (Ekkekakis, 2013). Occasional articles about a postulated role of exercise and physical activity in mental health, written by passionate physical educa- tors and physicians, appeared during most of the 20th century, albeit basing rather bold claims on mere conjectures. -
Cognitive-Behavioral Therapy Boundless
Cognitive-Behavioral Therapy Boundless Cognitive Therapy Cognitive therapy seeks to help a client overcome difficulties by identifying and changing dysfunctional thought patterns. 1. fig. 1 shows a group cognitive therapy session Clinicians use therapy sessions to help clients address and change their negative cognitive biases. Cognitive therapy (CT) is one of the therapeutic approaches within the larger group of cognitive behavioral therapies (CBT) and was first expounded by Aaron T. Beck in the 1960s. Cognitive-based therapies have gained increasing use in the past several decades, beginning with the cognitive revolution in 1956. CT is a psychotherapy quite distinct from other mainstream forms such as psychoanalytic or behavioral psychotherapy: rather than focusing on motivations or instincts, it is based on an information-processing model of human behavior and psychopathology. Cognitive distortions, or exaggerated and irrational thoughts, were believed to perpetuate psychological disorders. The process of learning to refute these distortions is called cognitive restructuring. Cognitive therapy may consist of testing a client's assumptions and identifying how client's unquestioned thoughts are distorted, unrealistic and unhelpful. Once these thoughts have been challenged, the client's feelings about the subject matter of those thoughts can be more readily changed. Cognition: Any element of knowledge including attitude, emotion, belief, or behavior. Schema: A person's worldview; an outline or image universally applicable to a general conception, under which it is likely to be presented to the mind Source URL: https://www.boundless.com/psychology/psychological-therapies/cognitive-behavioral-therapy/ Saylor URL: http://www.saylor.org/courses/psych404/ Attributed to: [Boundless] www.saylor.org Page 1 of 20 Cognitive Distortion: Exaggerated and irrational thoughts, believed to perpetuate psychological disorders.