HANDBOOK of PSYCHOLOGY: VOLUME 1, HISTORY of PSYCHOLOGY
Total Page:16
File Type:pdf, Size:1020Kb
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. -
GERARD JOSEPH DONNELLAN WOODS COLLEGE Office: 781-863-5354 Email: [email protected] Website
GERARD JOSEPH DONNELLAN WOODS COLLEGE Office: 781-863-5354 Email: [email protected] website: www.big-leap.com EDUCATION 2000 Summer Study Foreign Language Institute, Cuernavaca, Mexico 1977 Ph.D. California School of Professional Psychology, San Francisco, CA. APA Approved program in Clinical Psychology. 1971 M.A. New School for Social Research, General Experimental Psychology. 1967 Summer study. University of Mexico (UNAM), Mexico City, D.F. Spanish. 1967 B.A., Cum Laude. Marist College, Poughkeepsie, N.Y. Major: Spanish. PROFESSIONAL EXPERIENCE 2014 Present Adjunct Professor, Boston College, Woods College for Advancing Studies, 2011- 2014 Adjunct Professor, Brandeis University International Business School; Lecturer, The Heller School, Brandeis. Courses Taught: Leadership and Organizational Behavior; The Family Enterprise; Organizational Behavior. 2002- 2006 Founding Director and faculty, Institute for Organizational Consulting Psychology, Massachusetts School of Professional Psychology (MSPP), Boston. 2007-Present Personnel Decisions International (PDI). External Consultant. Family Firm Institute. Certificate Program Faculty. 1998-Present Founding Partner, Big Leap Performance Solutions. Executive coaching, Assessment for executive selection and development. Team and leadership development. 1994-1998 Partner, Applied Behavioral Science. Consultation to companies on selection and organization development. RELATED ORGANIZATIONAL EXPERIENCE • Founding Director, William James College (MSPP) of Institute providing continuing education and -
Handbook of Organizational Consulting Psychology a Comprehensive Guide to Theory, Skills, and Techniques
SS The California School of Organizational Studies Handbook of Organizational Consulting Psychology A Comprehensive Guide to Theory, Skills, and Techniques Rodney L. Lowman, Editor low_fm.qxd 8/13/02 1:27 PM Page viii low_fm.qxd 8/13/02 1:27 PM Page i Advance Praise for The Handbook of Organizational Consulting Psychology “Rodney Lowman has done it again! He has edited a book that is unique, comprehensive, and aimed squarely at the science and practice of psychology in organizations. This book shows a remarkable breadth of coverage: science and practice, topics both traditional and cutting edge, issues within and across levels, all by contributors with extensive and diverse experience in organizational consulting. There’s something here for anyone interested in a psychological approach to consulting in organizations.” — Rosemary Hays-Thomas, professor of psychology, The University of West Florida “The Handbook of Organizational Consulting Psychology addresses a longtime need for a new, comprehensive, major work in consulting psychology. It is broad in scope and clearly integrates topics in consulting psychology that are at the core of the field and that reflect recent innovations in the application of consulting principles and techniques. The scope and depth of this book are not only timely but also unique. I would expect this book to become an essential reference for all consulting psychologists.” — Clyde A. Crego, director, Counseling & Psychological Services, California State University Long Beach and University of Southern California; former president, APA Division of Consulting Psychology and APA fellow “My one-word reaction: WOW! Aptly entitled a handbook, it could neverthe- less well serve as a basic text in the field. -
Exploitation of the American Progressive Education Movement in Japan’S Postwar Education Reform, 1946-1950
Disarming the Nation, Disarming the Mind: Exploitation of the American Progressive Education Movement in Japan’s Postwar Education Reform, 1946-1950 Kevin Lin Advised by Dr. Talya Zemach-Bersin and Dr. Sarah LeBaron von Baeyer Education Studies Scholars Program Senior Capstone Project Yale University May 2019 i. CONTENTS Introduction 1 Part One. The Rise of Progressive Education 6 Part Two. Social Reconstructionists Aboard the USEM: Stoddard and Counts 12 Part Three. Empire Building in the Cold War 29 Conclusion 32 Bibliography 35 1 Introduction On February 26, 1946, five months after the end of World War II in Asia, a cohort of 27 esteemed American professionals from across the United States boarded two C-54 aircraft at Hamilton Field, a U.S. Air Force base near San Francisco. Following a stop in Honolulu to attend briefings with University of Hawaii faculty, the group was promptly jettisoned across the Pacific Ocean to war-torn Japan.1 Included in this cohort of Americans traveling to Japan was an overwhelming number of educators and educational professionals: among them were George S. Counts, a progressive educator and vice president of the American Federation Teachers’ (AFT) labor union and George D. Stoddard, state commissioner of education for New York and a member of the U.S. delegation to the first meeting of the United Nations Educational, Scientific, and Cultural Organization (UNESCO).2,3 This group of American professionals was carefully curated by the State Department not only for their diversity of backgrounds but also for -
Women Psychologists and Gender Politics During World War II
Journal of Social Issues, Vol. 42. No. I, 1986, pp. 157-180 “We would not take no for an answer”: Women Psychologists and Gender Politics During World War I1 James H. Capshew and Alejandra C. Laszlo University of Pennsylvania This essay explores the complex relationship among gender, professionalization, and ideology that developed as psychologists mobilized for World War It. Upon being excluded from mobilization plans by the male leaders of the profession, women psychologists organized the National Council of Women Psychologists to advance their interests. But while their male colleagues enjoyed new employment opportunities in the military services and government agencies, the women were confined largely to volunteer activities in their local communities. Although women psychologists succeeded in gaining representation on wartime commit- tees and in drawing attention to their professional problems, they were unable to change the status quo in psychology. Situated in a cultural milieu ihat stressed the masculine nature of science, women psychologists were hampered by their own acceptance of a professional ideology of meritocratic reward, and remained ambivalent about their feminist activities. Throughout the 20th century women have increasingly challenged the as- sumption that they are neither interested in nor qualified for scientific careers. It is also true that as women successfully breached this overwhelmingly male bastion, a growing body of biological, social, and cultural arguments were advanced to rationalize their usually restricted scientific role. This was especially evident during the Second World War, as social and economic forces strained existing professional relationships. Permission to quote from unpublished materials has been granted by Alice I. Bryan, Carnegie- Mellon University Libraries, Harvard University Archives, Stanford University Archives, and Yale University Library. -
1 SUSAN TUFTS FISKE November 2017
SUSAN TUFTS FISKE November 2017 Eugene Higgins Professor phone: 609-258-0655 Psychology and Public Affairs fax: 609-258-1113 Department of Psychology and e-mail: [email protected] Woodrow Wilson School of web: http://www.fiskelab.org Public and International Affairs, office: Peretsman-Scully Hall 331 Princeton University Princeton, NJ 08544 Degrees Docteur Honoris Causa: 2017, Universidad de Granada, Spain; 2013, Universität Basel, Switzerland; 2009, Universiteit Leiden, Netherlands; 1995, Université catholique de Louvain, Louvain-la-Neuve, Belgium Ph.D. 1978, Social Psychology, Department of Psychology and Social Relations, Harvard University A.B. 1973, magna cum laude, Social Relations, Radcliffe College, Harvard University Academic Honors 2017 Wundt-James Award, European Federation of Psychologists’ Associations 2017 Association for Psychological Science James McKeen Cattell Award 2016 Fellow, Society of Experimental Psychology 2016 Association for Psychological Science Mentor Award for Lifetime Achievement 2016 American Psychological Association Award for Distinguished Service to Psychological Science 2016 Honoree, Federation of Associations in Behavior and Brain Sciences 2016 Teachers’ College, Columbia University, Medal for Distinguished Service 2014 McGovern Award in the Behavioral Sciences, American Association for the Advancement of Science 2014 Distinguished Scientist Award, Society of Experimental Social Psychology 2014 Elected Member, American Philosophical Society 2014 Codol Award for the Advancement of Social Psychology in Europe, European Association of Social Psychology 2014 Kurt Lewin Award, Society for the Psychological Study of Social Issues 2013 Elected Member, National Academy of Sciences 2012-2017 President-Elect, President, and Past-President, Federation of Associations in Behavioral and Brain Sciences 2012 Leadership in Diversity Science Award, University of California at Los Angeles 2011 Corresponding Fellow, British Academy 2011 Gordon W. -
Abcn Grad Student Outreach 4.2014
ABPP Board Certification in Clinical Neuropsychology – What You Should Know (For the Graduate Student) Acknowledgements n Armstrong, K., Beebe, D.W., Hilsabeck, R.C., & Kirkwood, M.W. (2008). Board Certification in Clinical Neuropsychology: A Guide to Becoming ABPP/ABCN Certified Without Sacrificing Your Sanity. New York: Oxford University Press. * Note: AACN and the authors receive financial compensation from the sale of this book. Overview of Presentation 1) The ABC’s of ABPP Board Certification 2) The benefits of Board Certification in Neuropsychology 3) Demystifying the ABPP board certification process 4) Advice, strategies, and recommendations to help make ABPP doable for YOU The ABC’s of ABPP Board Certification n APA - American Psychological Association (1892) üPrimary professional membership and advocacy association for professional psychology n ABPP – American Board of Professional Psychology – Created (1947) üComprised of a unitary governing body and 15 affiliated specialty boards each linked to specific sub-disciplines ABPP’s 15 Member Specialty Boards n Clinical Child & Adolescent Psychology n Clinical Health Psychology n Clinical Neuropsychology n Clinical Psychology n Cognitive & Behavioral Psychology n Counseling Psychology n Couple & Family Psychology n Forensic Psychology n Group Psychology n Organizational & Business Consulting Psychology n Police and Public Safety Psychology n Psychoanalysis in Psychology n Rehabilitation Psychology n School Psychology n Geropsychology The ABC’s of ABPP Board Certification (cont.) n -
Foundations of Psychology by Herman Bavinck
Foundations of Psychology Herman Bavinck Translated by Jack Vanden Born, Nelson D. Kloosterman, and John Bolt Edited by John Bolt Author’s Preface to the Second Edition1 It is now many years since the Foundations of Psychology appeared and it is long out of print.2 I had intended to issue a second, enlarged edition but the pressures of other work prevented it. It would be too bad if this little book disappeared from the psychological literature. The foundations described in the book have had my lifelong acceptance and they remain powerful principles deserving use and expression alongside empirical psy- chology. Herman Bavinck, 1921 1 Ed. note: This text was dictated by Bavinck “on his sickbed” to Valentijn Hepp, and is the opening paragraph of Hepp’s own foreword to the second, revised edition of Beginselen der Psychologie [Foundations of Psychology] (Kampen: Kok, 1923), 5. The first edition contains no preface. 2 Ed. note: The first edition was published by Kok (Kampen) in 1897. Contents Editor’s Preface �����������������������������������������������������������������������ix Translator’s Introduction: Bavinck’s Motives �������������������������� xv § 1� The Definition of Psychology ���������������������������������������������1 § 2� The Method of Psychology �������������������������������������������������5 § 3� The History of Psychology �����������������������������������������������19 Greek Psychology .................................................................19 Historic Christian Psychology ..............................................22 -
Immanuel Kant and the Development of Modern Psychology David E
University of Richmond UR Scholarship Repository Psychology Faculty Publications Psychology 1982 Immanuel Kant and the Development of Modern Psychology David E. Leary University of Richmond, [email protected] Follow this and additional works at: http://scholarship.richmond.edu/psychology-faculty- publications Part of the Theory and Philosophy Commons Recommended Citation Leary, David E. "Immanuel Kant and the Development of Modern Psychology." In The Problematic Science: Psychology in Nineteenth- Century Thought, edited by William Ray Woodward and Mitchell G. Ash, 17-42. New York, NY: Praeger, 1982. This Book Chapter is brought to you for free and open access by the Psychology at UR Scholarship Repository. It has been accepted for inclusion in Psychology Faculty Publications by an authorized administrator of UR Scholarship Repository. For more information, please contact [email protected]. 1 Immanuel Kant and the Development of Modern Psychology David E. Leary Few thinkers in the history of Western civilization have had as broad and lasting an impact as Immanuel Kant (1724-1804). This "Sage of Konigsberg" spent his entire life within the confines of East Prussia, but his thoughts traveled freely across Europe and, in time, to America, where their effects are still apparent. An untold number of analyses and commentaries have established Kant as a preeminent epistemologist, philosopher of science, moral philosopher, aestheti cian, and metaphysician. He is even recognized as a natural historian and cosmologist: the author of the so-called Kant-Laplace hypothesis regarding the origin of the universe. He is less often credited as a "psychologist," "anthropologist," or "philosopher of mind," to Work on this essay was supported by the National Science Foundation (Grant No. -
Seventeen Early Peace Psychologists
Seventeen Early Peace Psychologists By Floyd Rudmin Rudmin, Floyd (1991). Seventeen Early Peace Psychologists. In Journal of Humanistic Psychology, Vol. 31, No. 2, Spring, pp. 12-43, 1991 Sage Publications, Inc. Floyd Webster Rudmin is a boundary crosser. In many societies (e.g., the Inuit), boundary crossers are obliged to try to interpret and intercede for those on either side of the boundary. Dr. Rudmin completed a B.A. in philosophy at Bowdoin College in Maine, an M. A. in audiology at SUNY Buffalo, and a Ph.D. in social psychology at Queen University in Ontario. He has lived and worked in the United States, the Philippines, Japan, and since 1978 in Canada. His spouse, Toyoko, is Japanese. Their children are schooled in French. The primary focus of Dr. Rudmin research is the psychology of ownership and possession. He is currently an assistant professor in Queen Faculty of Law and School of Business. History of psychology is his pleasure. Peace is his passion. Summary Peace psychology has a history that is both long and prominent. However, that fact is little known and little appreciated, even among contemporary peace-activist psychologists. This article presents 17 brief biographies of psychologists who are part of this important heritage: Pythagoras, Jeremy Bentham, Franz Brentano, William James, August Forel, Ivan Pavlov, Sigmund Freud, James McKeen Cattell, Mary Whiton Calkins, Alexander Chamberlain, Alfred Adler, William McDougall, Edward Tolman, Gordon Allport, Gustav Ichheiser, Margaret Mead, and Charles Osgood. It is important that more recognition and appreciation be given to the long and prominent history of psychology in peace research and peace activism. -
Learning Theory This Course Will Cover the Fundamentals Of
Learning Theory This course will cover the fundamentals of pedagogy and andragogy, as well as examine different theories in learning. We will analyze the particular characteristics of adult learning, identifying the contributions of theoretical and scientific support to andragogy, its principles and applications. Also we will evaluate the concept and importance of permanent or life-long education. Hopefully you will come away with a better sense of how humans learn and how you in particular can continue to learn. What is learning? Learning involves change. It is concerned with the acquisition of habits, knowledge, and attitudes. It enables the individual to make both personal and social adjustments. Since the concept of change is inherent in the concept of learning, any change in behavior implies that learning is taking place or has taken place. Learning that occurs during the process of change can be referred to as the learning process. Learning is a change in the individual, due to the interaction of that individual, and his environment, which fills a need to make him more capable of dealing adequately with his environment. A distinction is frequently made between education and learning. Education is an activity undertaken or initiated by one or more agents that is designed to effect changes in the knowledge, skill, and attitudes of individuals, groups, or communities. The term education emphasizes the educator, the agent of change who presents stimuli and reinforcement for learning and designs activities to induce change. The term learning, in contrast, emphasizes the person in whom the change occurs or is expected to occur. -
The Journal of Comparative Psychology (JCP): a Network Analysis of the Status of Comparative Psychology
The Journal of Comparative Psychology (JCP): A Network Analysis of the Status of Comparative Psychology Daniel Lahham A THESIS SUBMITTED TO THE FACULTY OF GRADUATE STUDIES IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTERS OF ARTS GRADUATE PROGRAM IN PSYCHOLOGY YORK UNIVERSITY TORONTO, ONTARIO January, 2014 © Daniel Lahham, 2014 Network Analysis of the JCP ii Abstract Comparative psychology’s relationship to various other sub-disciplines and scientific “movements” has been discussed by many scholars throughout its history. The majority of these analyses took the form of frequency counts of the different subject species used within scientific periodicals (Schneirla, 1946; Beach, 1950; Dukes, 1960; Lockard, 1971) and presented similar conclusions: rats were the most commonly researched organism and the study of learning was the key to understanding behavior. The most popular of these critiques was Frank Ambrose Beach’s “The Snark was a Boojum” (1950). Beach argued that comparative psychology, with the advent of behaviorism, slowly became a discipline focused only on rat learning in mazes. Donald Dewsbury (1984) responded to these discussions claiming that frequency counts alone could not depict the success and failures of the comparative discipline. Instead, he argued that comparative psychology maintained a historically continuous tradition of excellence off the efforts of a small group of prominent comparative psychologists. In this study, I attempted to “bridge” the gap between these two competing views of the comparative discipline in order to view the legitimacy of both claims. Using network analysis, a tool common to digital history, I investigated metadata (organism studied, scientist, institution) from the Journal of Comparative Psychology during the period of 1911 to 1950.