Appendix a the Case of Sir Cyril Burt

Total Page:16

File Type:pdf, Size:1020Kb

Appendix a the Case of Sir Cyril Burt Appendix A The Case of Sir Cyril Burt Verily, it is easier for a camel to pass through the eye of a needle than for a scientific man to pass through a door A. S. Eddington In 1972 Professor Arthur Jensen began to reanalyse data relevant to the con­ troversy concerning the inheritance of intelligence, and among others reanalyse data published by Sir Cyril Burt (.:.1.966). He discovered (and later published) twenty cases where Sir Cyril had reanalysed twin data and other data several times, adding new cases each time; thus the number of cases included in the analyses differed. However, some of the results (e. g. the correlations between twins) were identical from analysis to analysis, even to the third decimal. This is so unlikely as to be practically impossible. As Jensen says: "Any particular instance of an invariant r despite a changed N can be rationalised as being not too improbable. But 20 such instances unduly strain the laws of chance and can only mean error, at least in some cases. But error there surely must be." (Jensen, 1974.) Jensen concluded that for further analysis and theory-testing, Burt's data could no longer be relied upon. They had to be rejected as useless, a conclusion which it is diffult to fault. Jensen did not suggest that Burt's data were in any sense faked or fraudulently obtained; he simply suggested error or possible carelessness. What were the reasons for these errors? Jensen writes as follows: "The reporting of kinship correlations at times with and at times without noting the sample size, the rather inconsistent reporting of sample sizes, the higher than ordinary rate of misprints in Burt's published tables . and the quite casual description of the tests and the exact procedures and methods of data analysis all stand in quite strange and marked contrast to the theoretical aspects of Burt's writings in this field, which were elegantly and meticulously composed, with profound erudition and impressive technical sophistication. It is almost as if Burt regarded the actual data as merely and incidental backdrop for the illustra­ tion of the theoretical issues in quantitative genetics, which, to him, seemed always to hold the centre of the stage." This is well said, and probably suggests the right explanation. One must bear in mind that at the time of data collection and calculation, standards of evidence were less strict than today. Furthermore, Sir Cyril did not regard his data so much as proving a case which most psychologists at the time would have consi­ dered as proven already, but rather as being used to illustrate new methods of analysis which he was putting forward, and which marked a great improvement 229 on methods previously used. He was thus more concerned with the didactic elements in his papers rather than with the substantive ones. This may in part explain, although it does not excuse, his apparent carelessness in the treatment of data. The question of whether, in addition to treating his data with almost criminal carelessness, Burt actually faked at least some of these data is still unresolved. Some eminent experts, like Jensen, have concluded that the evidence is in­ sufficient; others, equally eminent (e. g. A. D. B. Clarke, Anne Clarke, and J. Tizard) believe that the case is proven. Professor L. Hearnshaw is preparing a biography of Burt, and is in possession of all the written and verbal evidence; until the appearance of his book it is probably best to avoid further speculation on this point. Perhaps it is best to remember the first principle of English justice, namely that the accused should be presumed innocent until proven guilty. Such proof is obviously difficult, particularly when the accused is no longer with us; nevertheless the possibility cannot be ruled out that circumstantial evidence may in due course be sufficiently strong to require us to return a different verdict. Investigations currently going on suggest that Burt was certainly guilty of same depree of deception; whether this amounts to actual "faking" of data is another question (Dorfman, 1978). What is important to consider is the degree to which the exclusion of Burt's data makes any difference to the conclusions which we may draw from the remaining evidence on the genetic contribution of phenotypic 10 differences. In this book we have looked at the evidence that remains, and find that the conclu­ sions to be drawn are not materially affected by this exclusion of Burt's data. The same conclusion was drawn by Rimland and Munsinger (1977), when they plotted the position of Burt's averaged results in a diagram made up from the results of almost 100 studies of twins, family relations, and adoption results. It is clear that Burt's results are very similar to those reported by numerous other workers, and that while in their time they were of considerable importance, at the moment they are not needed to buttress the case for heredity as a major determinant of 10 differences. 230 Appendix B The Mathematical Basis of Factor Analysis Et harum scientarum porta et davis est Mathematica. (Mathematics is the door and the key to the sciences.) Roger Bacon The basic equation of factor analysis may be stated as follows: (1) where X is an m x n data (score) matrix having m variables and n subjects, A is the m x k factor pattern matrix having k common factors, and F denotes the k x n common factor score matrix. Au is the m x m unique factor matrix, F u the m x n unique factor score matrix. The factor analytic model states that a given data matrix X can be analyzed according to equation 1, with k < m, the rows of the supermatrix (2) being linearly independent (i. e. F being of rank k + m), and Au being a diagonal matrix. This being the case, the Gramian matrix of the row vectors of X is solely a function of the k common factors. If we now normalize the row vectors of Equation 2, assigning to them length n, then we obtain the generalized Garnett equation for the case of orthogonal unique factors: 1.- XX' = ACtA' + A2 (3) n u where Ct == 1.- FF'. The way data are scaled does not affect the application of n this model to data matrices, and if the scores are in standard form, the left-hand side of Equation 3 becomes the matrix of test intercorrelations, Cf, the matrix of common factor intercorrelations, and I - A~ = IF denotes the diagonal matrix of test communalities. In determining the number of factors to be extracted the Guttman criterion is widely used. According to this, the number s of eigenvalues of the correlation matrix (with unities in the principal diagonal) equal to or greater than one is the lower bound to the number k of common factors s~k (4) 231 if s is the number of eigenvalues 0 of R fulfilling (5) Other criteria are available, and the Guttman criterion is not universally used by factor analysts nowadays. The model assumes that a set of m variables can be decomposed into k common factors and m unique factors, all k + m factors being linearly inde­ pendent vectors, and the k common factors being in addition orthogonal to the m unique factors. (In Thurstone's model we actually need, in addition to the k common factors, m error factors and m specific factors, making a total of k + 2m linearly independent factors.) These restrictions make the common factors uncontaminated by errors of measurement, but unfortunately this property of the common factors is lost when the restrictions are violated as they may be (and often are), e. g. when the row vectors of X cease to be linearly independent, or when unique variance components are correlated between variables. 232 Appendix C Algorithm for Speed - Persistence - Error Theory of Intelligence (SPET) After White (1973b) I often say that when you can measure what you are speak­ ing about, and express it in numbers, you know something about it; but when you cannot measure it, when you cannot express it in numbers, your knowledge is of a meagre and unsatisfactory kind William Thomson (Lord Kelvin) A set of n problems has been administered to each of N subjects, problems being indexed by the subscript j and subjects by the subscript i. Having been presented with problem j, subject i responds after some time 1ji = tp, either by putting forward an attempt at solution, which may be either correct or incorrect, or by abandoning it. We define the observed data in terms of the following relationships; these define the data to which a model requires to be fitted. { 1, correct response (1) J0i = xji = 0, otherwise { 1, abandoned (2) Jji = YjI = 0, otherwise 1ji = tji = response time (3) We next list the unobserved quantities of the model, and state some constraints imposed on them. For each subject, we assume three unobservable random variables: Si (speed), Pi (persistence), and ai (accuracy.) For each problem, we assume two unknown parameters: dj (difficulty level) and Dj (discriminating power.) It is assumed that speed, accuracy, persistence, and discriminating power are all positive quantities, and that speed has an upper limit of unity. These constraints are stated fonnally in equations (4) to (7) (4) i = 1, 2, ... , N (5) D>O } (6) j = 1, 2, ... , n . ~x<d<+xJ (7) The aim is to develop a mathematical function which will express the probability of observed J0i' Jji combinations (given the observed response time) as a func- 233 tion of the speed, persistence and accuracy of the subject, and of the difficulty level and discriminating power of the problems.
Recommended publications
  • O ENCONTRO DE PIAGET COM O TESTE DE INTELIGÊNCIA DE CYRIL BURT: UMA REVISÃO NARRATIVA Piaget Meeting with Cyril Burt's Intel
    André Elias Morelli Ribeiro, Leonardo Lemos de Souza DOI: https://doi.org/10.23925/2175-3520.2020i51 p11-21 O ENCONTRO DE PIAGET COM O TESTE DE INTELIGÊNCIA DE CYRIL BURT: UMA REVISÃO NARRATIVA André Elias Morelli Ribeiro1; https://orcid.org/0000-0002-1102-2286 Leonardo Lemos de Souza2; https://orcid.org/0000-0002-3331-1847 Resumo O presente estudo tem por objetivo principal desenvolver uma narrativa que mostre a influência do teste de inteligência de Cyril Burt na criação do método clínico de Jean Piaget, auxiliando na composição de conhecimentos deste assunto pouco estudado. Piaget estudou em Neuchâtel, Zurique e Paris antes de integrar o Instituto Jean-Jacques Rousseau em Genebra, no qual lançou seus primeiros livros, que o levaram a lugar de destaque na psicologia mundial. O presente trabalho faz uma comparação entre os dados disponíveis na literatura para recompor essa trajetória até o ponto decisivo de mudança no trabalho experimental de Piaget, que aconteceu em Paris, onde estudou o teste de inteligência de Cyril Burt. Conhecer os elementos da criação do Método Clínico é importante para compreender os fundamentos ontológicos e epistemológicos dos dados gerados por ele e suas consequências teóricas. Do contato com esse teste, Piaget sofreu três impactos determinantes para sua vida e obra. A primeira está ligada à tradução do teste, que ressaltou questões sobre parte/todo na linguagem das crianças. O segundo é a possibilidade de Piaget de observar dezenas de amostras do raciocínio explicado das crianças por elas mesmas, o que permitiu o ingresso das técnicas de observação da zoologia em sua psicologia.
    [Show full text]
  • Theories of Learning
    Theories of Learning SAGE Library of Educational Thought & Practice Edited by David Scott Institute of Education Four-Volume Set In recent years, research into learning has become increasingly important as a significant academic pursuit. Bringing together a wide range of articles, written by internationally renowned scholars, this four-volume collection provides an overview of the many theories of learning, from Aristotle to Jean-Jacques Rousseau to Michel Foucault. Editor David Scott, in an extensive introduction, presents a comprehensive account of the subject, which ranges from philosophical, sociological and psychological perspectives on learning and models of learning, to those important relations between learning, curriculum, pedagogy and assessment, and finally concludes with ideas and themes related to learning dispositions, life-long learning and learning environments. The whole work consists of 80 articles (including the introduction) organized into four volumes: Volume One: Philosophical, Sociological and Psychological Theories of Learning Volume Two: Models of Learning Volume Three: Learning, Curriculum, Pedagogy and Assessment Volume Four: Learning Dispositions, Lifelong Learning and Learning Environments October 2012 • 1600 pages Cloth (978-1-4462-0907-3) Price £600.00 Special Introductory Offer • £550.00 (on print orders received before the end of month of publication) Contents VOLUME ONE: PHILOSOPHICAL, 16. Where Is the Mind? 30. Vygotsky, Tutoring SOCIOLOGICAL AND Constructivist and and Learning PSYCHOLOGICAL THEORIES Sociocultural Perspectives on David Wood and OF LEARNING Mathematical Development Heather Wood Paul Cobb 31. Aporias Webs and 1. Intellectual Evolution from 17. Multiple Intelligences Go Passages: Doubt as an Adolescence to Adulthood to School: Educational Opportunity to Learn Jean Piaget Implications of the Theory Nicholas Burbules, 2.
    [Show full text]
  • Personal Politics: the Rise of Personality Traits in The
    PERSONAL POLITICS: THE RISE OF PERSONALITY TRAITS IN THE CENTURY OF EUGENICS AND PSYCHOANALYSIS IAN J. DAVIDSON A DISSERTATION SUBMITTED TO THE FACULTY OF GRADUATE STUDIES IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY GRADUATE PROGRAM IN PSYCHOLOGY YORK UNIVERSITY TORONTO, ONTARIO AUGUST 2020 © IAN J. DAVIDSON, 2020 ii Abstract This dissertation documents personality psychology’s development alongside psychoanalysis and eugenics, offering a disciplinary and cultural history of personality across the twentieth century. Using the psychological concepts of neurosis and introversion as an organizational framework, personality’s history is portrayed as one of “success:” a succession of hereditarianism and its politics of normativity; a successful demarcation of the science of personality from competing forms of expertise; and a successful cleansing of personality psychology’s interchanges with unethical researchers and research. Chapter 1 provides background for the dissertation, especially focusing on turn-of-the- century developments in the nascent fields of American psychology and the importation of psychoanalytic ideas. It ends with a look at Francis Galton’s eugenicist and statistical contributions that carved a key path for psychological testers to discipline psychoanalytic concepts. Part I details the rise of personality testing in the USA during the interwar years, while also considering the many sexual and gender norms at play. Chapter 2 tracks the varied places in the 1920s that personality tests were developed: from wartime military camps to university laboratories to the offices of corporate advertisers. Chapter 3 takes stock of popular psychoanalytic notions of personality alongside the further psychometric development of personality testing. These developments occurred at a time when American eugenicists— including psychologists—were transitioning to a “positive” form that emphasized marriage and mothering.
    [Show full text]
  • Psychology of the Scientist: Xliv. Sir Cyril Burt: Prominence Versus Personality
    Psychological Reports, 1980, 46, 893-894. @ Psychological Reports 1980 PSYCHOLOGY OF THE SCIENTIST: XLIV. SIR CYRIL BURT: PROMINENCE VERSUS PERSONALITY H. J. EYSENCK Institute of Psychiatry, University of London Summary.-Prominent professors occasionally have defects of personality which cause them to behave towards their students in wavs which are unethical and unacceptable scientifically. This short autobiographical piece recounts some such behaviours experienced by the author at the hands of Sir Cyril Burt, at the time probably the most prominent British psychologist. As I have described elsewhere, I came into psychology pretty much against my will, my preference having been for the study of physics and astronomy (Eysenck, 1980). I was lucky in that I studied under Charles Spearman and Cyril Burt; the former had just retired and the latter had not yet been knighted. Both were exponents of the psychometric point of view, stressing statistical analysis and mathematical models, and these appealed to me very much, as being in line with my general scientific upbringing. Burt was one of the foremost exponents of this line of research and has made outstand- ing contributions in the fields of factor analysis, genetical analysis, and psychometrics generally. I still believe that his theories and methods were along the right lines, but, as the recent biography by Hearnshaw (1979) makes clear, the intellectual giant had feet of clay, and unfortunately these became obvious very early in my association with him. These difficulties may help to throw some light on the problem of the relation- ship between professors and students which has always existed and probably always will.
    [Show full text]
  • Outline of Human Intelligence
    Outline of human intelligence The following outline is provided as an overview of and 2 Emergence and evolution topical guide to human intelligence: Human intelligence – in the human species, the mental • Noogenesis capacities to learn, understand, and reason, including the capacities to comprehend ideas, plan, problem solve, and use language to communicate. 3 Augmented with technology • Humanistic intelligence 1 Traits and aspects 1.1 In groups 4 Capacities • Collective intelligence Main article: Outline of thought • Group intelligence Cognition and mental processing 1.2 In individuals • Association • Abstract thought • Attention • Creativity • Belief • Emotional intelligence • Concept formation • Fluid and crystallized intelligence • Conception • Knowledge • Creativity • Learning • Emotion • Malleability of intelligence • Language • Memory • • Working memory Imagination • Moral intelligence • Intellectual giftedness • Problem solving • Introspection • Reaction time • Memory • Reasoning • Metamemory • Risk intelligence • Pattern recognition • Social intelligence • Metacognition • Communication • Mental imagery • Spatial intelligence • Perception • Spiritual intelligence • Reasoning • Understanding • Abductive reasoning • Verbal intelligence • Deductive reasoning • Visual processing • Inductive reasoning 1 2 8 FIELDS THAT STUDY HUMAN INTELLIGENCE • Volition 8 Fields that study human intelli- • Action gence • Problem solving • Cognitive epidemiology • Evolution of human intelligence 5 Types of people, by intelligence • Heritability of
    [Show full text]
  • NOTE DESCRIPTORS Research Projects on the History of Psychology. the Resources Pertain Well. the First Section of the Bibliograp
    DOCUMENT RESUME ED 364 788 CG 025 107 AUTHOR Ware, Mark E. TITLE Autobiographical and Biographical Resources for History of Psychology. PUB DATE 93 NOTE 17p. - PUB TYPE Reference Materials Bibliographies (131) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS *Autobiographies; *Biographies; *History; *Psychologists; *Psychology ABSTRACT This document presents a variety of resources for students to use in preparing class presentations and historical research projects on the history of psychology. The resources pertain to historical figures in the field of psychology. Many of the references included in this bibliography are annotated and the names of the psychologists contained within most of books are listed as well. The first section of the bibliography lists four indexes to autobiographies and biographies of noted psychologists. The next section focuses on autobiographical references and includes references and/or annotations for both monograph- and book-length autobiographies. This section is followed by a section on biographical references. Included are sources for biographical sketches (1-2 paragraphs in length) of psychologists, as well as references and/or annotations for both monograph- and book-length biographies. A list of 4 necrology references which contain the death dates for 638 psychologists is also included. The document concludes with a list of bibliographic references on individual psychologists. (NB) *********************************************************************** Reproductions supplied by EDRS are the oest that can be made from the original document. *********************************************************************** Autobiographical and Biographical Resources for History of Psychology Mark E. Ware Creighton University BEST COPY AVAILABLE r=k "PERMISSION TO REPRODUCE THIS U.S. DEPARTMENT OF EDUCATION MATERIAL HAS BEEN GRA?' BY 4-4 Office al Educational Research and Improve= EDUCATIONAL RESOURCES INFORMATiO.
    [Show full text]
  • Psypag Quarterly 42
    PsyPAG Quarterly Newsletter - March 2002 Anagramology: An alternative study of personality Dr. Mark Griffiths Psychology Division, Nottingham Trent University For many years I have been a student of "anagramology". Does a person's anagram reveal anything about their personality or hidden self? In this article I put the question to the test. Was Sigmund Freud really just Smug Dried Fun? Or was it more a case of Me, Id - Surf Dung? Was it the case that Cyril Burt was someone who would Crib Truly? Did Albert Bandura foresee the opposition to the use of animals in psychology via a Durable Rat Ban or was he just telling a boring story with his Drab Urban Tale? What does Wolfgang Kohler's name tell us about the Gestalt school? Were they really the Work Gang Of Hell? (It is more likely that his name gives an insight into this page - Gag Hell - Frown OK?). Maybe Gordon Allport was a secret transvestite who liked his anti-perspirant (Top Drag Roll-On) and Ivan Pavlov a narcissist (Vain Pavlov)? Was Max Wertheimer more welcome down in South-West England (Exeter Warm Him) or was it an afterthought (Mere Whim Extra)? Was Jean Piaget into transport in a big way (A Giant Jeep) or did he hate it (Jet Age Pain). And did William James desire a secret legal career (Jim Is Law Male)? I could maybe hazard a guess that Noam Chomsky has problems with the more theological aspects of his life - what with My Monk Chaos and his Coy Monk Sham! Or is it that he's run out of heroin (Oh My! - No Smack)? Maybe it's all just a front anyway (Oh My Con Mask!) lying in his Sony Hammock on the Shaky Common.
    [Show full text]
  • THE TROUBLE with TWIN STUDIES: a Reassessment of Twin Research in the Social and Behavioral Sciences
    Downloaded by [New York University] at 06:51 14 August 2016 THE TROUBLE WITH TWIN STUDIES The Trouble with Twin Studies questions popular genetic explanations of human behavioral differences based upon the existing body of twin research. Psychologist Jay Joseph outlines the fallacies of twin studies in the context of the ongoing decades-long failure to discover genes for human behavioral differences, including IQ, personality, and the major psychiatric disorders. This volume critically examines twin research, with a special emphasis on reared-apart twin studies, and incorporates new and updated perspectives, analyses, arguments, and evidence. Jay Joseph, PsyD., is a licensed psychologist practicing in the San Francisco Bay Area. Since 1998 he has published two books, several book chap- ters, and many articles in peer-reviewed journals, where he has presented a critical appraisal of genetic theories and research in psychiatry and psychology. Downloaded by [New York University] at 06:51 14 August 2016 This page intentionally left blank Downloaded by [New York University] at 06:51 14 August 2016 THE TROUBLE WITH TWIN STUDIES A Reassessment of Twin Research in the Social and Behavioral Sciences Jay Joseph Downloaded by [New York University] at 06:51 14 August 2016 First published 2015 by Routledge 711 Third Avenue, New York, NY 10017 and by Routledge 27 Church Road, Hove, East Sussex BN3 2FA Routledge is an imprint of the Taylor & Francis Group, an informa business © 2015 Jay Joseph The right of Jay Joseph to be identified as author of this work has been asserted by him in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988.
    [Show full text]
  • In the Memory of Sir Cyril Lodowic Burt
    International Journal of Social Impact ISSN: 2455-670X ISBN: 978-1-365-47905-2 Volume 1, Issue 4, DIP: 18.02.003/20160104 www.ijsi.redmac.in | October-December, 2016 In the Memory of Sir Cyril Lodowic Burt Vitthalrao B. Khyade1* ABSTRACT Credit of popularization of Intelligence Quotient (IQ) goes to Sir Cyril Lodowic Burt (3 March 1883 – 10 October 1971), an educational psychologist and one of those responsible for devising the 11-plus. Burt claimed his 40 years of research proved a child's intelligence was mainly inherited from its parents and that social circumstances played only a minor role. His research formed the basis of education policy for half a century-from the 1920s until the 1970s. Yet only a year after his death in 1971, evidence began to emerge that Burt was a fraudster who had simply invented results to fit his theories about the hereditability of intelligence. Sir Cyril Lodowic Burt (3 March 1883 – 10 October 1971) was an English educational psychologist who made contributions to educational psychology and statistics. Burt is known for his studies on the heritability of IQ. Shortly after he died, his studies of inheritance and intelligence came into disrepute after evidence emerged indicating he had falsified research data. Some scholars have asserted that Burt did not commit fraud. All in all Sir Cyril Lodowic Burt was a well-respected and influential psychologist. KEYWORDS: Memory, Sir Cyril Lodowic Burt INTRODUCTION The Intelligence Quotient (IQ) is a total score derived from one of several standardized tests designed to assess human intelligence. IQ is a score obtained by dividing a person’s mental age score, obtained by administering an intelligence test, by the person’s chronological age, both expressed in terms of years and months.
    [Show full text]
  • Program on the Teaching of Psychology in the Secondary School
    U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEH REPRO. DUCED EXACTLY AS RECEIVED FROM .4- THE PERSON OR ORGANIZATION ORIG INATING IT. POINTS OF VIEW OR OPIN IONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDU Lr1 CATION POSITION OR POLICY. 0 PROGRAM ON THE TEACHING OF PSYCHOLOGY IN THE SECONDARY SCHOOL: Final Report Oberlin College June 15--July 17, 1970 Program Participants John K. Bare, Carleton College Charles Brader, St. Charles (Mb.) High School Al L. Cone, Lynchburg College Donna M. Cone, Lynchburg College Robert Dixon, Oberlin College David K. Hogberg, Albion College Richard A. Kasschau, University of South Carolina Frank M. Lackner, Chatham College Bernardine McPherson, Arundel (Md.) High School Barry S. Markman, Indiana University Patricia O'C. Milkowski, State Uni- versity of New York, Buffalo Ralph H. Turner, Oberlin College Irvin S. Wolf, Denison University American Psychological Association 1200 Seventeenth Street, N.W. Washington, D. C. 20036 The project presented or reported herein was performed pursuant to Grant OEG 0-70-2071(725) from the United States Office of Education, Department of Health, Education, and Welfare. However, the opinions expressed herein do not nec- essarily reflect the position or policy of the United States Office of Education, and no official endorsement by the United States Office of Education should be inferred. TABLE OF CONTENTS Foreword Introduction vii Reviews of Introductory Textbooks 1 Reviews of Books of Readings 13 Reviews of Laboratory Manuals 23 Psychological Journals for the High School 31 Novels, Case Studies, Biographies, and Other Popular Books 43 Audiovisual Materials 49 Reference Materials 63 Equipment, Animals, and Supplies 73 Addresses of National Organizations 85 Some Ways of Increasing Student Involvement 93 Some Ways of Organizing a Course 105 iii FOREWORD The present report is intended as a source book for teachers of psychol- ogy, particularly at the high school level.
    [Show full text]
  • Neuroscience
    CHAPTER 16 Neuroscience Learning Objectives Timeline After reading this chapter, you should be able to: 1950 • Evaluate the contributions of behavioral neuroscience to our understanding of the brain 1954 James Olds and Peter Milner discover the “pleasure center” in the processes that underlie motivation rat brain. and learning. • Appraise the merits of cognitive 1960 neuroscience in revealing associations between localized distributebrain activity and cognitive 1966 Richard Lazarus publishes Psychological Stress and the Coping processes such as memory and Process. 1969 The Society for Neuroscience is attention. established. or 1970 • Assess the potential for affective neuroscience to contribute to the fields of clinical and health psychology. 1978 Michael Gazzaniga and Joseph • Critique the various scenarios LeDoux publish The Integrated Mind. post, that philosophers of science 1980 have envisioned for the future of neuroscience and psychology. 1983 Endel Tulving publishes Elements 1984 Richard Lazarus and Susan of Episodic Memory. Folkman publish Stress, Appraisal, and Coping. 1986 Richard Thompson publishes “The Neurobiology of Learning and Memory.” copy,1990 1994 Michael Posner and Marcus Raichle publish Images of Mind; Antonio Damasio publishes Descartes’ 1996 Joseph LeDoux publishes notError. The Emotional Brain. 1998 Jaak Panksepp publishes Affective Neuroscience; E. O. Wilson 2000 publishes Consilience: The Unity of Do Knowledge. 2010 2011 Michael Gazzaniga publishes Who’s in Charge: Free Will and the Science of the Brain. 375 Copyright ©2021 by SAGE Publications, Inc. This work may not be reproduced or distributed in any form or by any means without express written permission of the publisher. Looking Back The scientific study of brain functioning goes back at least to the middle of the nineteenth cen- tury (Borck, 2016).
    [Show full text]
  • Boundary -Work in United States Psychology: a Study of Three Interdisciplinary Programs Michael J
    University of New Hampshire University of New Hampshire Scholars' Repository Doctoral Dissertations Student Scholarship Winter 2005 Boundary -work in United States psychology: A study of three interdisciplinary programs Michael J. Root University of New Hampshire, Durham Follow this and additional works at: https://scholars.unh.edu/dissertation Recommended Citation Root, Michael J., "Boundary -work in United States psychology: A study of three interdisciplinary programs" (2005). Doctoral Dissertations. 308. https://scholars.unh.edu/dissertation/308 This Dissertation is brought to you for free and open access by the Student Scholarship at University of New Hampshire Scholars' Repository. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of University of New Hampshire Scholars' Repository. For more information, please contact [email protected]. BOUNDARY-WORK IN UNITED STATES PSYCHOLOGY: A STUDY OF THREE INTERDISCIPLINARY PROGRAMS BY MICHAEL J. ROOT Bachelor of Science, Springfield College, 1992 Master of Science, Springfield College, 1998 Master of Arts, University of New Hampshire, 2001 DISSERTATION Submitted to the University of New Hampshire in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in Psychology December, 2005 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. UMI Number: 3198013 INFORMATION TO USERS The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleed-through, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted.
    [Show full text]