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Four Perspectives
Educational Psychology important notes Theories about human learning can be grouped into four broad "perspectives". These are Behaviorism - focus on observable behavior Cognitive - learning as purely a mental/ neurological process Humanistic - emotions and affect play a role in learning Social - humans learn best in group activities The development of these theories over many decades is a fascinating story. Some theories developed as a negative reaction to earlier ones. Others built upon foundational theories, looking at specific contexts for learning, or taking them to a more sophisticated level. There is also information here about general theories of learning, memory, and instructional methodology. Read brief descriptions of these four general perspectives here: Learning www.allonlinefree.comTheories: Four Perspectives Within each "perspective" listed below, there may be more than one cluster of theories. Click on the name of the theorist to go to the page with biographical information and a description of the key elements of his/her theory. www.allonlinefree.com Educational Psychology important notes 1. Behaviorist Perspective Classical Conditioning: Stimulus/Response Ivan Pavlov 1849-1936 Classical Conditioning Theory Behaviorism: Stimulus, Response, Reinforcement John B. Watson 1878-1958 Behaviorism Edward L. Thorndike 1874-1949 Connectivism Edwin Guthrie 1886-1959 Contiguity Theory B. F. Skinner 1904-1990 Operant Conditioning William Kaye Estes 1919 - Stimulus Sampling Theory Neo-behaviorism: Stimulus-Response; Intervening Internal -
JEROME SEYMOUR BRUNER COURTESY of RANDALL FOX 1 October 1915
JEROME SEYMOUR BRUNER COURTESY OF RANDALL FOX 1 october 1915 . 5 june 2016 PROCEEDINGS OF THE AMERICAN PHILOSOPHICAL SOCIETY VOL. 161, NO. 4, DECEMBER 2017 biographical memoirs s a student of narrative, Jerome (Jerry) Seymour Bruner knew well that one can tell many stories about an individual person, Aevent, and life. Indeed, at the start of his autobiography, Jerry Bruner wrote, “I can find little in [my childhood] that would lead anybody to predict that I would become an intellectual or an academic, even less a psychologist.” And yet, it is appropriate—if not essential—to begin this memoir with the fact that Jerry Bruner was born blind. Only at age 2, after two successful cataract operations (Jerry spoke of “good luck and progress in ophthalmology”) could Jerry see. For the rest of his lengthy and event-filled life, he wore memorably thick corrective lenses. And when he was not peering directly at you—be you an audience of one or of one thousand—he would grasp his glasses firmly in his palm and punctuate his fluent speech with dramatic gestures. As a younger child of an affluent Jewish family living in the suburbs of New York City, Jerry was active, playful, and fun-loving—not partic- ularly intellectual or scholarly. His sister Alice wondered why he was always asking questions; Jerry later quipped that he was “trying out hypotheses.” Freud said that the death of a father is the most important event in a man’s life. Whether or not cognizant of this psychoanalytic pronouncement, Bruner seldom referred to his mother; he devoted much more space in his autobiography and much more time in conver- sation to commemorating his father: “Everything changed, collapsed, after my father died when I was twelve, or so it seemed to me.” And indeed, as he passed through adolescence and into early adulthood, Bruner became a much more serious student, a budding scholar, a wide-ranging intellectual. -
Psychology and Adaptation: the Work of Jerome Bruner
LINGUACULTURE 1, 2014 PSYCHOLOGY AND ADAPTATION: THE WORK OF JEROME BRUNER LAURENCE R AW Baúkent University, Ankara, Turkey Abstract This article offers a view as to why Jerome Bruner should become an important figure in future constructions of adaptation theory. It will be divided into three sections. In the first, I discuss in more detail his notions of transformation, paying particular attention to the ways in which we redefine ourselves to cope with different situations (as I did while visiting two specific museums in Vienna and Samos). The second will examine Bruner’s belief in the power of narrative or storytelling as ways to impose order on the uncertainties of life (as well as one’s expectations from it) that renders everyone authors of their own adaptations. In the final section I suggest that the capacity for “making stories” (Bruner’s term) assumes equal importance in psychological terms as it does for the screenwriter or adapter: all of us construct narratives through a process of individual distillation of experiences and information, and subsequently refine them through group interaction. Through this process we understand more about ourselves and our relationship to the world around us. I elaborate this notion through a brief case-study of Charlie Kaufman’s screenplay for the film Adaptation (2002). Keywords: psychology, adaptation, collaboration, storytelling To date most work on adaptation has focused on the film-media studies- literature paradigm. Even though we have moved away from hackneyed questions of fidelity towards intertextuality and/or the ways the adaptive act is shaped by industrial and other cultural concerns, there is still a reluctance to acknowledge other constructions of adaptation. -
A FORDÍTÁS ALAPJA the Psychology Book Copyright © 2012 Dorling
A FORDÍTÁS ALAPJA HVG Könyvek The Psychology Book Kiadóvezető: Budaházy Árpád Felelős szerkesztő: Török Hilda Copyright © 2012 Kiadói szerkesztő: Tanács Eszter Dorling Kindersley Limited A Penguin Random House Company ISBN 978-963-304-315-8 FORDÍTOTTA Minden jog fenntartva. Jelen könyvet © Bányász Réka, 2016 vagy annak részleteit tilos reprodukálni, adatrendszerben tárolni, bármely formában Behaviorizmus vagy eszközzel – elektronikus, Kognitív pszichológia fényképészeti úton vagy más módon – a kiadó engedélye nélkül közölni. Pszichoterápia Kiadja a HVG Kiadó Zrt., Budapest, 2016 © Morvay Krisztina, 2016 Felelős kiadó: Szauer Péter Differenciálpszichológia Fejlődéslélektan Filozófiai gyökerek Szociálpszichológia www.hvgkonyvek.hu Nyomdai előkészítés: Somodi András LEKTORÁLTA Nyomás: TBB, Slovakia dr. Harmat László A WORLD OF IDEAS: SZERKESZTETTE SEE ALL THERE IS TO KNOW Szőllős Péter www.dk.com ALKOTÓTÁRSAK CATHERINE COLLIN VOULA GRAND Klinikai pszichológus, az angliai Plymouthi Egyetem Üzleti pszichológusként nemzetközi cégek üzletviteli docense, tanácsadóként vett részt a könyv és vezetői tanácsadójaként dolgozik. Első regénye létrejöttében. Catherine érdeklődési területe Honor’s Shadow (Honor árnyéka) címmel jelent meg. elsősorban a mentális egészség és a kognitív viselkedésterápia. NIGEL BENSON MERRIN LAZYAN Egyetemi előadásokat tart filozófiából és Író, szerkesztő és klasszikus énekes, a Harvardon pszichológiából. A pszichológia témakörében több tanult pszichológiát. Számos, különféle témájú regény nagy sikerű könyv, többek között a Psychology for és ismeretterjesztő könyv fűződik a nevéhez. Beginners (Pszichológia kezdőknek) és az Introducing Psychiatry (Pszichiátria másképp) szerzője. JOANNAH GINSBURG MARCUS WEEKS Klinikai pszichológus és újságíró, New York City, Író és zenész. Filozófiát tanult, majd tanárként Boston, Philadelphia és Dallas közösségi kezelési dolgozott, mielőtt írói pályára lépett volna. Számos központjaiban dolgozik. Rendszeresen publikál szépművészeti és népszerű tudományos könyv pszichológiai témájú írásokat. -
Bruner's Search for Meaning: a Conversation Between Psychology
BRUNER’S SEARCH FOR MEANING 1 Bruner’s Search for Meaning: A Conversation between Psychology and Anthropology Cheryl Mattingly, Nancy C. Lutkehaus, and C. Jason Throop Abstract We introduce a special issue of Ethos devoted to the work of Jerome Bruner and his careerlong attempts to seek innovative ways to foster a dialogue between psychology and anthro- pology. The articles in this special issue situate Bruner’s meaning-centered approach to psychology and his groundbreaking work on narrative in the broader context of the developmental trajectory of both of fields of inquiry. Bruner’s work has been enormously influential in the subfields of cultural psychology and psychological anthropology, especially because of his important contributions to our understanding of the intimate relationship between culture and mind. We examine Bruner’s past and ongoing engagement with such luminary figures as Lev Vygotsky, Jean Piaget, Alfred Kroeber, Claude Le´vi-Strauss, and Clifford Geertz to highlight points of convergence and tension between his version of cultural psychology and contemporary theorizing and practice in psychological anthro- pology. We also review his practical and theoretical contributions to the fields of medicine, law, and education. [Jerome Bruner, cultural psychology, psychological anthropology, meaning, narrative, mind, culture] Although Jerome Bruner has bemoaned the historical separation of anthropology and psy- chology, throughout his lengthy and distinguished career as a psychologist his work has had much impact on bringing these two disciplines together. The articles in this special issue of Ethos reflect the impact of psychology on anthropology and vice versa. They do so through a focus on the contributions of Bruner and the influence his work has had on anthropologists, as well as the ways in which his development of the subfield of cultural psychology has been influenced by anthropology. -
Transforming Psychology There’S No Turning Back
2 Transforming Psychology There’s No Turning Back Introduction History: Rewinding the Videotape Psychology and Women The Psychology of Women: Historical Trends and Patterns Psychology of Women Today: Pressing Pause Contemporary Perspectives and Trends Within the Discipline of Psychology Feminist Research: Playing Forward Decisions, Decisions Innovations in Research Feminist Approaches to Doing Research Intersectionality: Diversity in Feminist Research What We Know About Gender Differences Where We Look for Differences Overlooking Similarity Declaring Difference Summarizing Data Chapter Summary Suggested Readings 25 26 • chapter two ora, at age 18, finds herself caught in a web of family affairs that sound like they came straight out of a soap opera. Her father Dappears to be having an extramarital affair with his friend’s wife. Dora’s problems are with her father’s friend, Mr. K. Mr. K always seemed attracted to Dora. Starting when she was 7, Mr. K grabbed every opportunity he could to take her on long, unchaper- oned walks and buy her expensive gifts. As Dora got older, she became more and more uncomfortable with his attentions, but she didn’t fully understand why until she was 14. Mr. K invited her to watch a festival from his office window, and when she arrived, she was surprised to find him alone. He kissed her deeply, and as he pulled her close to him- self, she felt his erection. It was at this point in time that Dora started to develop what her family referred to as “symptoms.” These symptoms worsened over time as Mr. K’s pursuit of her intensified. -
Jerome Bruner the Narrative Construction of Reality
The Narrative Construction of Reality Jerome Bruner 1 Surely since the Enlightenment, if not before, the study of mind has centered principally on how man achieves a "true" knowledge of the world. Emphasis in this pursuit has varied, of course: empiricists have con- centrated on the mind's interplay with an external world of nature, hop- ing to find the key in the association of sensations and ideas, while rationalists have looked inward to the powers of mind itself for the princi- ples of right reason. The objective, in either case, has been to discover how we achieve "reality," that is to say, how we get a reliable fix on the world, a world that is, as it were, assumed to be immutable and, as it were, "there to be observed." This quest has, of course, had a profound effect on the development of psychology, and the empiricist and rationalist traditions have domi- nated our conceptions of how the mind grows and how it gets its grasp on the "real world." Indeed, at midcentury Gestalt theory represented the rationalist wing of this enterprise and American learning theory the empiricist. Both gave accounts of mental development as proceeding in some more or less linear and uniform fashion from an initial incompe- tence in grasping reality to a final competence, in one case attributing it to the working out of internal processes or mental organization, and in the other to some unspecified principle of reflection by which-whether through reinforcement, association, or conditioning-we came to respond to the world "as it is." There have always been dissidents who Critical Inquiry 18 (Autumn 1991) o 1991 by The University of Chicago. -
THE JEROME BRUNER LIBRARY from New York to Nijmegen
THE JEROME BRUNER LIBRARY From New York to Nijmegen Max Planck Institute for Psycholinguistics 1 Jerome Seymour Bruner (1915-2016) received his 1941 Harvard PhD for his A Psychological Analysis of International Radio Broadcasts of Belligerent Nations, after which he swiftly became a prominent figure in modern cognitive psychology. BL BRO 24: ‘Words and Things’‚ Roger W. Brown, 1968 A Harvard professor since 1945, Bruner introduced the “New Look”, demonstrating effects of attitudes and values in perception. His 1956 book, A Theory of Thinking, became one of the landmark publications that introduced the so-called “cognitive revolution”. In 1960, together with George Miller, Bruner established the Center for Cognitive Studies, a brain- trust for innovative approaches to the study of mind, a place where the big reputations and the “young Turks” met over the next decade. Bruner set up a baby laboratory, the beginning of two decades of research in mental development and education, and his books. The Process of Education (1961) and Towards a Theory of Instruction (1976) became highly influential classics. In 1972 Bruner became Watts Professor at Oxford University, where language acquisition became his team’s major research enterprise, with video recordings in natural home settings as empirical data base. Child’s Talk: Learning to Use Language (1983) reviews the collaborative, interactionist theory of acquisition, developed by this team. In 1980 Bruner moved to the New School of Social Research in New York, turning his attention to human narrative construction of reality. His Actual Minds, Possible Worlds (1985) and his Acts of Meaning (1990) redefined narrative psychology. -
V. an Examination of Women's Professional Visibility in Cognitive
eminism F & Psychology ‘‘Functionalism, Darwinism, and the psychology of women’’ forty years on Feminism & Psychology 2016, Vol. 26(3) 292–319 V. An examination of ! The Author(s) 2016 Reprints and permissions: women’s professional sagepub.co.uk/journalsPermissions.nav DOI: 10.1177/0959353516641139 visibility in cognitive fap.sagepub.com psychology Jyotsna Vaid and Lisa Geraci Texas A&M University, USA Abstract Mainstream psychological research has been characterized as androcentric in its con- struction of males as the norm. Does an androcentric bias also characterize the pro- fessional visibility of psychologists? We examined this issue for cognitive psychology, where the gender distribution in doctoral degrees has been roughly equal for several decades. Our investigation revealed that, across all indicators surveyed, male cognitive psychologists are more visible than their female counterparts: they are over-repre- sented in professional society governance, as editors-in-chief of leading journals in the field, as Fellows in professional societies, and as recipients of prestigious senior level awards. Taken together, our findings indicate that a gender parity in doctoral degrees in cognitive psychology does not translate into a parity in professional visibility. We discuss a variety of potential reasons for the observed gender gap and suggest that, without attention to gendered structures of status and power, as noted by Shields, existing gender hierarchies may persist and be reproduced. Keywords androcentrism, professional visibility, women in academia, gender gap, cognitive psychology In her seminal article in 1975, Stephanie Shields discussed various manifestations of an androcentric bias that has shaped research in psychology from its very begin- nings. Other dominant, biasing frames in mainstream psychological research have since been identified, including heterosexism (Braun, 2000), cisgenderism (Ansara Corresponding author: Jyotsna Vaid, Department of Psychology, Texas A&M University, College Station, TX 77843-4235, USA. -
The Effects of Anxiety, Motivation, and Level Of
THE EFFECTS OF ANXIETY, MOTIVATION, AND LEVEL OF ABILITY ON ACADEMIC ACHIEVEMENT. by A. L. Brown, B.A. (Lend). Thesis submitted in partial fulfillment of the requirements for the Ph.D. degree in the Faculty of Arts, University of London, 1967. ProQuest Number: 10098130 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. uest. ProQuest 10098130 Published by ProQuest LLC(2016). Copyright of the Dissertation is held by the Author. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code. Microform Edition © ProQuest LLC. ProQuest LLC 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106-1346 2. ABSTRACT This research discusses the various theoretical approaches to the conception of anxiety as a motivational determinant of academic achievement. In particular the theoretical model and experimental investigations of three major research programmes are compared and contrasted:- Drive theory and activation concepts of emotionally based drive; the investigations of situationally specific anxieties, notably test anxiety; and the approach-avoidance achievement motivation model of Atkinson and McClelland. The aim of this investigation was to attempt to clarify the interaction between intellectual capacity, anxiety and performance, both in terms of anxiety to achieve success, conceived as a positive drive, and anxiety to avoid failure, seen as a negative drive. -
The Misogyny of Psychology: a Tribute to Women Often Overlooked
Bowling Green State University ScholarWorks@BGSU Honors Projects Honors College Spring 5-8-2020 The Misogyny of Psychology: A Tribute to Women Often Overlooked Gabrielle Miller [email protected] Follow this and additional works at: https://scholarworks.bgsu.edu/honorsprojects Part of the Feminist, Gender, and Sexuality Studies Commons, and the Psychology Commons Repository Citation Miller, Gabrielle, "The Misogyny of Psychology: A Tribute to Women Often Overlooked" (2020). Honors Projects. 519. https://scholarworks.bgsu.edu/honorsprojects/519 This work is brought to you for free and open access by the Honors College at ScholarWorks@BGSU. It has been accepted for inclusion in Honors Projects by an authorized administrator of ScholarWorks@BGSU. Table of Contents Preface 3 Mary Whiton Calkins 4 Melanie Klein 5 Karen Horney 6 Leta Stetter Hollingworth 7 Inez Prosser 8 Anna Freud 9 Mary Ainsworth 10 Bernice Neugarten 11 Mamie Phipps Clark 12 Janet Taylor Spence 13 Florence Denmark 14 Bonnie Strickland 15 Afterword 16 References 18 2 | P a g e Preface The basis for this project stemmed from my passion for spreading positive energy. Additionally, my altruistic values provide me with a strong sense of duty to do the right thing at the same time that I believe it is my responsibility to help others, especially because I have been afforded the luxury of a college education although many others do not share this privilege. Under those circumstances, I wanted to speak on the issue of inequal representation of diverse identities, with special attention to the branches of science which historically refused to give due credit to individuals other than straight, white men. -
An Historical Overview of Creativity with Implications for Education
Portland State University PDXScholar Dissertations and Theses Dissertations and Theses 1986 An historical overview of creativity with implications for education Antoinette S. Ellis Portland State University Follow this and additional works at: https://pdxscholar.library.pdx.edu/open_access_etds Part of the Education Commons, and the Intellectual History Commons Let us know how access to this document benefits ou.y Recommended Citation Ellis, Antoinette S., "An historical overview of creativity with implications for education" (1986). Dissertations and Theses. Paper 3592. https://doi.org/10.15760/etd.5476 This Thesis is brought to you for free and open access. It has been accepted for inclusion in Dissertations and Theses by an authorized administrator of PDXScholar. Please contact us if we can make this document more accessible: [email protected]. AN ABSTRACT OF THE THESIS OF Antoinette S. Ellis for the Master of Arts in Education presented May 14, 1986 Title: An Historical Overview of Creativity with Implications for Education Dr. v~r-Guy This thesis traced the development of the concept of creativity from the earliest works in the intellectual history of Western civili- zation to the late twentieth century. This historical perspective on the concept of creativity served as a backdrop to current views of the concept and as a reference source for recurrent views of the concept and as a reference source for recurrent and essential themes in the progressing debates concerning this issue. The study proceeded from the evidence of Homeric and early philosophical work concerning the lively and real presence in the thinking of the times of experiences of "breakthrough" creative thought and production.