Psychologues Américains

Total Page:16

File Type:pdf, Size:1020Kb

Psychologues Américains Psychologues américains A G (suite) M (suite) • Robert Abelson • Gustave M. Gilbert • Christina Maslach • Gordon Willard • Carol Gilligan • Abraham Maslow Allport • Stephen Gilligan • David McClelland • Richard Alpert • Daniel Goleman • Phil McGraw • Dan Ariely • Thomas Gordon • Albert Mehrabian • Solomon Asch • Temple Grandin • Stanley Milgram • Blake Ashforth • Clare Graves • Geoffrey Miller • David Ausubel • Joy Paul Guilford (psychologue) • Moubarak Awad • George Armitage H Miller B • Theodore Millon • G. Stanley Hall • James Baldwin • Daria Halprin N (psychologue) • Harry Harlow • Theodore Barber • Alan Hartman • Ulric Neisser • Gregory Bateson • Torey Hayden • Richard Noll • Diana Baumrind • Frederick Herzberg • Alex Bavelas • Ernest Hilgard O • Don Beck • James Hillman • Benjamin Bloom • Allan Hobson • James Olds • Edwin Garrigues • John L. Holland Boring • John Henry Holland P • Loretta Bradley • Evelyn Hooker • Nathaniel Branden • Carl Hovland • Baron Perlman • Urie Bronfenbrenner • Clark Leonard Hull • Walter Pitts • Joyce Brothers • Jerome Bruner J R • David Buss • Howard Buten • William James • Joseph Banks Rhine • Kay Redfield Jamison • Kenneth Ring C • Irving Janis • Judith Rodin • Arthur Janov • Carl Rogers • John Bissell Carroll • Joseph Jastrow • Milton Rokeach • James McKeen Cattell • Julian Jaynes • Eleanor Rosch • Raymond Cattell • Arthur Jensen • Marshall Rosenberg • Cary Cherniss • Frank Rosenblatt • Robert Cialdini K • Robert Rosenthal • Mary Cover Jones • Julian Rotter • Lee Cronbach • Daniel Kahneman • Paul Rozin • Sidney S. Culbert • John Karlin • Stephen Karpman S D • Tim Kasser • David Keirsey • Walter Dill Scott ©http://fr.wikipedia.org/wiki/Catégorie:Psychologue_américain 1 • Richard Davidson • George Kelly • Martin Seligman • Morton Deutsch (psychologue) • William Sheldon • Ernest Dichter • Kathy Kelly • Roger Shepard • Fitzhugh Dodson • James Kennedy • Arie Shirom • G. William Domhoff • Grace Helen Kent • Yuichi Shoda • Georges Donomek • Charles Adolphus • Burrhus Frederic • Carol Dweck Kiesler Skinner • Walter Kintsch • Nicholas Spanos E • Lawrence Kohlberg • Elizabeth Spelke • Stephen Kosslyn • Claude Steele • Jay Earley • Elisabeth Kübler- • Claude Steiner • Paul Ekman Ross • Daniel Stern • Albert Ellis (psychologue) • Robert Enzmann L • Robert Sternberg • Milton Erickson • Stanley Smith Stevens • Erik Erikson • Stephen LaBerge • Anthony Sutich • Leonard Eron • Ellen Langer • Yeor Etzion • Karl Lashley T • Timothy Leary F • Harold J. Leavitt • Charles T. Tart • Michael Leiter • Edward Thorndike • Leon Festinger • Peter A. Levine • Edward Tolman • Reuben Fine • Jacob Levy Moreno • Michael Tomasello • Bertram Forer • Kurt Lewin • Bruce Tuckman • James Fowler • Rensis Likert • Herbert J. • David Lykken W Freudenberger M • John Broadus Watson G • Paul Watzlawick • Kevin B. MacDonald • David Wechsler • Robert Mills Gagné • Mary Main • Daniel Wegner • Gordon G. Gallup • William Moulton • Karl E. Weick • Howard Gardner Marston • André Weitzenhoffer • Kenneth J. Gergen • Heinz Werner • Arnold Gesell • Olwen Wolfe • James J. Gibson • Joseph Wolpe Z • Robert Zajonc • Philip Zimbardo ©http://fr.wikipedia.org/wiki/Catégorie:Psychologue_américain 2 .
Recommended publications
  • Career Highlights
    VOL. 51, No. 4 JULY, 1944 THE PSYCHOLOGICAL REVIEW JAMES McKEEN CATTELL 1860-1944 In the history of American psychology both of these men. A paper on Lotze very few figures are so outstanding as won for Cattell a fellowship in philoso- that of James McKeen Cattell whose phy at Johns Hopkins, where he spent long and active life has just come to a the year of 1882-83, with John Dewey close. He did not, indeed, belong to the and Joseph Jastrow as fellow students. first generation of American scientific It was during this year that Stanley psychologists—consisting mainly of Wil- Hall set up his psychological laboratory liam James, G. Stanley Hall and George at Johns Hopkins, with some assistance Trumbull Ladd—but he was probably from this group of students, and it was the most influential of the second gen- there, apparently, that Cattell began his eration which included Titchener, Miins- "psychometric investigations," concerned terberg, James Mark Baldwin, Jastrow, with the timing of various mental proc- Sanford, and Scripture, with others com- esses. He took his data and his designs ing along just a little later. Though for improved apparatus back to Ger- Cattell was not a systematist and did not many the following year and remained found a school in that sense, he was the in Wundt's laboratory for the three leader in what became a widespread and years, 1883-1886, being for part of this distinctive movement in American psy- time Wundt's first laboratory assistant. chology. His interest from the very out- From the outset Cattell seems to have set of his career was in introducing quan- been impressed with the variability of titative methods into psychology and human performance and the consequent especially in using such methods for the need for long series of observations in measurement of individual differences.
    [Show full text]
  • '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]
  • Bernard Tursky (1918-2012)
    UC Irvine UC Irvine Previously Published Works Title Bernard Tursky (1918-2012). Permalink https://escholarship.org/uc/item/0t0857rg Journal Psychophysiology, 51(11) ISSN 0048-5772 Author Jamner, Larry D Publication Date 2014-11-01 DOI 10.1111/psyp.12338 Peer reviewed eScholarship.org Powered by the California Digital Library University of California Psychophysiology, 51 (2014), 1059–1060. Wiley Periodicals, Inc. Printed in the USA. Copyright © 2014 Society for Psychophysiological Research DOI: 10.1111/psyp.12338 In Memoriam Bernard Tursky (1918–2012) LARRY D. JAMNER, Ph.D. Department of Psychology and Social Behavior University of California Irvine Psychophysiology and our Society lost one of its original greats when Bernard Tursky passed away on September 13, 2012 at the age of 93. Bernard Tursky was an academic trail blazer and pioneer extraordinaire. Raised in New York City, Bernard immigrated to the U.S. with his grandparents and brothers at the age of three. Circumstances demanded that he cease his formal education after the eighth grade in order to support his family. Bernie or “Profes- sor” as I affectionately referred to him represented as close an embodiment of the self-taught “Renaissance Man” I have ever met or will likely ever come across again. To enter Bernie’s office was to enter a veritable library of classic and contemporary texts, and reference manuals on topics such as electrical engineering, classic psychology, political science, medical sciences, physiology, psy- chiatry, systems theory, and mathematics. His academic career began as a technical engineer at MIT, and as his reputation grew as an ingenious developer of laboratory equipment and programming, he was recruited by the Massachusetts Mental Health Center.
    [Show full text]
  • All in the Mind Psychology for the Curious
    All in the Mind Psychology for the Curious Third Edition Adrian Furnham and Dimitrios Tsivrikos www.ebook3000.com This third edition first published 2017 © 2017 John Wiley & Sons, Ltd Edition history: Whurr Publishers Ltd (1e, 1996); Whurr Publishers Ltd (2e, 2001) Registered Office John Wiley & Sons, Ltd, The Atrium, Southern Gate, Chichester, West Sussex, PO19 8SQ, UK Editorial Offices 350 Main Street, Malden, MA 02148‐5020, USA 9600 Garsington Road, Oxford, OX4 2DQ, UK The Atrium, Southern Gate, Chichester, West Sussex, PO19 8SQ, UK For details of our global editorial offices, for customer services, and for information about how to apply for permission to reuse the copyright material in this book please see our website at www.wiley.com/wiley‐blackwell. The right of Adrian Furnham and Dimitrios Tsivrikos to be identified as the authors of this work has been asserted in accordance with the UK Copyright, Designs and Patents Act 1988. All rights reserved. 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 or otherwise, except as permitted by the UK Copyright, Designs and Patents Act 1988, without the prior permission of the publisher. Wiley also publishes its books in a variety of electronic formats. Some content that appears in print may not be available in electronic books. Designations used by companies to distinguish their products are often claimed as trademarks. All brand names and product names used in this book are trade names, service marks, trademarks or registered trademarks of their respective owners.
    [Show full text]
  • Leadership Theory Leadership Toolbox Podcast Transcript Centennial Student Union & Student Activities Minnesota State University, Mankato
    Finding Your Strength/ Leadership theory Leadership Toolbox Podcast Transcript Centennial Student Union & Student Activities Minnesota State University, Mankato Welcome to the Student Activities’ Online Leadership Toolbox. My name is Greg Wilkins, and I am the Associate Director of Student Activities at Minnesota State Mankato. I am going to be your podcast guide. This podcast is about finding your strength through your leadership style. I will focus this conversation with the work of Kurt Lewin, a psychologist and leadership theorist. In 1939, a group of researchers led by psychologist Kurt Lewin set out to identify different styles of leadership. While further research has identified more specific types of leadership, this early study was very influential and established three major leadership styles. In the study, groups of schoolchildren were assigned to one of three groups with an authoritarian, democratic or laissez‐fair leader. The children were then led in an arts and crafts project. Researchers then observed the behavior of children in response to the different styles of leadership. Authoritarian Leadership (Autocratic) Authoritarian leaders, also known as autocratic leaders provide clear expectations for what needs to be done, when it should be done, and how it should be done. There is also a clear division between the leader and the followers. Authoritarian leaders make decisions independently with little or no input from the rest of the group. Researchers found that decision‐making was less creative under authoritarian leadership. Lewin also found that it is more difficult to move from an authoritarian style to a democratic style than vice versa. Abuse of this style is usually viewed as controlling, bossy, and dictatorial.
    [Show full text]
  • The Lived Economics of Love and a Spirituality for Every Day: Wealth Inequality, Anthropology, and Motivational Theory After Harlow’S Monkeys
    The Lived Economics of Love and a Spirituality for Every Day: Wealth Inequality, Anthropology, and Motivational Theory after Harlow’s Monkeys Christian Early Introduction The current inequality of wealth is at an all-time high, and the best estimates indicate that inequality will only increase in future. This is true not only in North America but globally as well. A recent Global Wealth Report states that less than one percent of the world’s adult population own just below forty percent of global household wealth.1 In America, the top quintile own eighty-four percent of the country’s wealth, while the lower two quintiles combined own less than one percent of it.2 What are we to make of the widening gap between rich and poor? What, if anything, does it say about who we are as human beings? In The Heart of L’Arche: A Spirituality for Every Day, Jean Vanier proposes a spirituality centered on what he calls “the mystery of the poor.”3 All human beings carry a burden of brokenness and deep needs, he argues, which cries out for healing through friendship. The real difference between the rich and the poor, aside from their financial status which is in plain sight, is that the rich are capable of hiding their brokenness from others and from themselves. It is difficult for them to own their own (true) poverty. The poor, by contrast, cannot hide it; they know too well that they are trapped in a broken self-image and stand in need of others. The acknowledgment of their situation—their inability to hide their predicament from themselves—is their gift.
    [Show full text]
  • In Defense of Massive Modularity
    3 In Defense of Massive Modularity Dan Sperber In October 1990, a psychologist, Susan Gelman, and three anthropolo- gists whose interest in cognition had been guided and encouraged by Jacques Mehler, Scott Atran, Larry Hirschfeld, and myself, organized a conference on “Cultural Knowledge and Domain Specificity” (see Hirsch- feld and Gelman, 1994). Jacques advised us in the preparation of the conference, and while we failed to convince him to write a paper, he did play a major role in the discussions. A main issue at stake was the degree to which cognitive development, everyday cognition, and cultural knowledge are based on dedicated do- main-specific mechanisms, as opposed to a domain-general intelligence and learning capacity. Thanks in particular to the work of developmental psychologists such as Susan Carey, Rochel Gelman, Susan Gelman, Frank Keil, Alan Leslie, Jacques Mehler, Elizabeth Spelke (who were all there), the issue of domain-specificity—which, of course, Noam Chomsky had been the first to raise—was becoming a central one in cognitive psychol- ogy. Evolutionary psychology, represented at the conference by Leda Cosmides and John Tooby, was putting forward new arguments for seeing human cognition as involving mostly domain- or task-specific evolved adaptations. We were a few anthropologists, far from the main- stream of our discipline, who also saw domain-specific cognitive pro- cesses as both constraining and contributing to cultural development. Taking for granted that domain-specific dispositions are an important feature of human cognition, three questions arise: 1. To what extent are these domain-specific dispositions based on truly autonomous mental mechanisms or “modules,” as opposed to being 48 D.
    [Show full text]
  • Personality Trait- Converging Evidence of Cognition and Job Expectation Among Management Students
    ISSN: 2395-1664 (ONLINE) ICTACT JOURNAL ON MANAGEMENT STUDIES, AUGUST 2015, VOLUME: 01, ISSUE: 03 DOI: 10.21917/ijms.2015.0018 PERSONALITY TRAIT- CONVERGING EVIDENCE OF COGNITION AND JOB EXPECTATION AMONG MANAGEMENT STUDENTS Kundhavai Santharam Department of Business Administration, Thiagarajar School of Management, India E-mail: [email protected] Abstract ago, and more than that, there were at least three personality Habitual patterns of behaviour, emotion and thought hold a higher theories formed, and all of them were mental analyses which stake than other factors in shaping individuals to transform as per the divide a person‟s mind into healthy or good mental factors. All expectations of corporate world. A psychophysical system of a student these exist due to the varied personality type which may be is strongly based on the background of school and college education, categorized from viewpoint of various perspectives. especially when the choice of management education is made by them there seems to be a great impact of personality traits over the 1.1 PERSONALITY AND ITS PERSPECTIVES employment that they seek. Hence, this paper used management students from a reputed B-school in Ahmedabad city of Gujarat to Perspectives that relate to personality include the trait, investigate the relationship between personality traits and biological, psychoanalytic, learning, phenomenological and expectations about workplace factors. Since previous research studies cognitive. The underlying assumption of the learning perspective highlight proven insights on personality trait perspective, this study especially is that all behaviour is learned through experiences has kept the same perspective as basis and endeavored in examining and by interaction with the environment.
    [Show full text]
  • Healthy Personality
    HEALTHY PERSONALITY Presented by CONTINUING PSYCHOLOGY EDUCATION 6 CONTINUING EDUCATION HOURS “I wanted to prove that human beings are capable of something grander than war and prejudice and hatred.” Abraham Maslow, Psychology Today, 1968, 2, p.55. Course Objective Learning Objectives The purpose of this course is to provide an Upon completion, the participant will understand understanding of the concept of healthy personality. the nature, motivation, and characteristics of the Seven theorists offer their views on the subject, healthy personality. Seven influential including: Gordon Allport, Carl Rogers, Erich psychotherapists-theorists examine the concept Fromm, Abraham Maslow, Carl Jung, Viktor of healthy personality allowing the reader to Frankl, and Fritz Perls. integrate these principles into his or her own life. Accreditation Faculty Continuing Psychology Education is approved to Neil Eddington, Ph.D. provide continuing education by the following: Richard Shuman, LMFT Texas State Board of Social Worker Examiners (Provider # CS3329) - 5 hours for this course; Texas State Board of Examiners of Professional Counselors (LPC Provider # 2013) - 6 hours for this course; Texas State Board of Examiners of Marriage and Family Therapists - 6 hours for this course; this course meets the qualifications for 6 hours of continuing education for Psychologists, LSSPs, LPAs, and Provisionally Licensed Psychologists as required by the Texas State Board of Examiners of Psychologists. Mission Statement Continuing Psychology Education provides the highest quality continuing education designed to fulfill the professional needs and interests of mental health professionals. Resources are offered to improve professional competency, maintain knowledge of the latest advancements, and meet continuing education requirements mandated by the profession.
    [Show full text]
  • NUMBER 52 Socializing for Modernization in a Multi-Ethnic Elite
    NUMBER 52 Socializing for Modernization in a Multi-Ethnic Elite John A. Armstrong Conference on Entrepreneurship and Economic Innovation in Russia/Soviet Union Sponsored by Kennan Institute for Advanced Russian Studies American Association for the Advancement of Slavic Studies November 16-18, 1978 Washington, D.C. DRAFT PAPER - NOT FOR CITATION SOCIALIZING FOR MODER!~IZATION IN A MULTI-ETHNIC ELITE John A. Armstrong Few historical topics are more important than economic modernization in the Russian polity. 4ike other experiences in economic development, the Russian experience has been highly complex. Certainly one component has been the role of the entrepreneur. Yet, this role itself is a very complex one; failure to separate the many components of the role and to define them analytically has probably caused even more mischief in Russian studies than in examinations of other polities. This essay rests on considerable thought and a limited amount of research on topics close to the theme of entrepreneurial response. There is no intention, however, of presenting a research report on entrepreneurs in the Russian polity, or even laying an adequate groundwork for such research, which ought to be pursued in many directions. The purpose is clarification of the problem, insofar as that preliminary step can be taken by reflection and discussion. At certain points in the analysis a modest element of comparison is introduced. These comparisons are far from fully elaborated, hence they may eventually turn out to be superficial analogies. Given the relative isolation in which so much of Russian area studies has proceeded, even preliminary suggestions of novel analogies to developments elsewhere appear to be appropriate.
    [Show full text]
  • Michael Espindola Araki Polymathic Leadership
    Michael Espindola Araki Polymathic Leadership: Theoretical Foundation and Construct Development Dissertação de Mestrado Dissertation presented to the Programa de Pós- graduação em Administração de Empresas of the Departamento de Administração, PUC-Rio as partial fulfillment of the requirements for the degree of Mestre em Administração de Empresas. Advisor: Prof. Flávia de Souza Costa Neves Cavazotte Rio de Janeiro April 2015 Michael Espindola Araki Polymathic Leadership: Theoretical Foundation and Construct Development Dissertation presented to the Programa de Pós- graduação em Administração de Empresas of the Departamento de Administração, PUC-Rio as partial fulfillment of the requirements for the degree of Mestre em Administração de Empresas. Prof. Flávia de Souza Costa Neves Cavazotte Advisor Departamento de Administração – PUC-Rio Prof. Ana Heloísa da Costa Lemos Departamento de Administração - PUC-Rio Prof. Lúcia Barbosa de Oliveira Faculdades IBMEC-RJ Profª. Mônica Herz Vice-Dean of Pós-Graduação of the CCS – PUC-Rio Rio de Janeiro, April 15th, 2015 All rights reserved. Michael Espindola Araki The author is graduated in Business Management from Universidade Veiga de Almeida in 2012. He has experience as a teacher, business manager, business consultant and as an Enterprise Resource Planning (ERP) analyst and pre-sales consultant. Bibliographic data Araki, Michael Espindola Polymathic leadership: theoretical foundation and construct development / Michael Espindola Araki; advisor: Flávia de Souza Costa Neves Cavazotte. – 2015. 203 f. : il. (color.) ; 30 cm Dissertação (mestrado) – Pontifícia Universidade Católica do Rio de Janeiro, Departamento de Administração, 2015. Inclui bibliografia 1. Administração – Teses. 2. Polimatia. 3. Liderança. 4. Liderança polímata. 5. Grupos. 6. Equipes. 7. Teoria. 8. Quadro teórico.
    [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]