Wilhelm Wundt
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
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 -
Ambulatory Assessment: Issues and Perspectives
Ambulatory assessment: Issues and perspectives Chapter (pp. 3 – 20) In: Fahrenberg, J. & Myrtek, M. (Eds.). (1996). Ambulatory Assessment: Computer- assisted Psychological and Psychophysiological Methods in Monitoring and Field Studies. Seattle, WA: Hogrefe and Huber. Jochen Fahrenberg University of Freiburg i. Br., Germany Introduction Ambulatory assessment designates a new orientation in behavioral and psychophysiologi- cal assessment. Since this approach relates to everyday life (“naturalistic” observation), the ecological validity of research findings is claimed and, consequently, a suitability for application. Individual differences in behavior and physiology as well as behavior disorders are investigated in real-life situations where relevant behavior can be much more effec- tively studied than in the artificial environment of laboratory research. Such aims and concepts are not entirely new, but recently developed computer-assisted methods in ambulatory monitoring and field studies constitute a new methodology in psy- chology and psychophysiology. The present research is still primarily concerned with methodological issues and conducting pilot studies to explore the potentialities and limita- tions of ambulatory data acquisition in various domains. However, an increasing number of substantial research findings exist, some of which challenge theoretical positions that were attained based on laboratory observation. Ambulatory assessment originated from a number of previously rather independent re- search orientations with specific objectives: Clinical (bedside) monitoring was introduced as means of continuously observing of a patient’s vital functions, e.g., respiratory and cardiovascular parameters under anesthesia, during intensive care and in perinatal condition. If relevant changes occur, i.e., if certain critical values are exceeded, an alarm is set off. Such monitoring is an essential part of biomedical instrumentation in hospitals. -
Personality HISTORICAL FOUNDATIONS of EDUCATIONAL PSYCHOLOGY Edited by John A
PERSPECTIVES ON INDIVIDUAL DIFFERENCES CECIL R. REYNOLDS, Texas A&M Universih/, College Station ROBERT T. BROWN, Universih/ of North Carolina, Wilmington DETERMINANTS OF SUBSTANCE ABUSE Biological, Psychological, and Environmental Factors Edited by Mark Galizio and Stephen A. Maisto Personality HISTORICAL FOUNDATIONS OF EDUCATIONAL PSYCHOLOGY Edited by John A. Glover and Royce R. Ronning Dimensions THE INDIVIDUAL SUBJECT AND SCIENTIFIC PSYCHOLOGY Edited by Jaan Valsiner and Arousal THE NEUROPSYCHOLOGY OF INDIVIDUAL DIFFERENCES A Developmental Perspective Edited by Lawrence C. Hartlage and Cathy F. Telzrow PERSONALITY AND INDIVIDUAL DIFFERENCES Edited by A Natural Science Approach Hans J. Eysenck and Michael W. Eysenck JAN STRELAU PERSONALITY DIMENSIONS AND AROUSAL University of Warsaw Edited by Jan Strelau and Hans J. Eysenck Warsaw, Poland PERSPECTIVES ON BIAS IN MENTAL TESTING and Edited by Cecil R. Reynolds and Robert T. Brown HANS J. EYSENCK THEORETICAL FOUNDATIONS OF BEHAVIOR THERAPY Institute of Psychiatry Edited by Hans J. Eysenck and Irene Martin University of London London, England A Continuation Order Plan is available for this series. A continuation order will bring delivery of each new volume immediately upon publication. Volumes are billed only upon actual shipment. For further informa- tion please contact the publisher. Plenum Press . New York and London CHAPTER 5 Concepts of Activation and Arousal in the Theory of Emotionality (Neuroticism) A Multivariate Conceptualization JOCHEN FAHRENBERG INTRODUCTION Autonomic arousal and cortical arousal are essential concepts in Ey- senck's theory of personality because individual differences in these functions are related to the well-known dimensions of emotionality (neuroticism) and extraversion-introversion. Psychophysiological per- sonality research has been strongly influenced by these postulates, al- though autonomic and cortical arousal are theoretical constructs that still lack consistent operationalizations. -
An Examination of Introductory Psychology Textbooks in America Randall D
Ouachita Baptist University Scholarly Commons @ Ouachita Articles Faculty Publications 1992 Portraits of a Discipline: An Examination of Introductory Psychology Textbooks in America Randall D. Wight Ouachita Baptist University, [email protected] Wayne Weiten Follow this and additional works at: https://scholarlycommons.obu.edu/articles Part of the History of Science, Technology, and Medicine Commons, and the Psychology Commons Recommended Citation Weiten, W. & Wight, R. D. (1992). Portraits of a discipline: An examination of introductory psychology textbooks in America. In C. L. Brewer, A. Puente, & J. R. Matthews (Eds.), Teaching of psychology in America: A history (pp. 453-504). Washington DC: American Psychological Association. This Article is brought to you for free and open access by the Faculty Publications at Scholarly Commons @ Ouachita. It has been accepted for inclusion in Articles by an authorized administrator of Scholarly Commons @ Ouachita. For more information, please contact [email protected]. 20 PORTRAITS OF A DISCIPLINE: AN EXAMINATION OF INTRODUCTORY PSYCHOLOGY TEXTBOOKS IN AMERICA WAYNE WEITEN AND RANDALL D. WIGHT The time has gone by when any one person could hope to write an adequate textbook of psychology. The science has now so many branches, so many methods, so many fields of application, and such an immense mass of data of observation is now on record, that no one person can hope to have the necessary familiarity with the whole. -An author of an introductory psychology text If we compare general psychology textbooks of today with those of from ten to twenty years ago we note an undeniable trend toward amelio- We are indebted to several people who provided helpful information in responding to our survey discussed in the second half of the chapter, including Solomon Diamond for calling attention to Samuel Johnson and Noah Porter, Ernest R. -
Victorian Metrics and Mechanized Scansion
1 Mechanized Metrics: From Verse Science to Laboratory Prosody, 1880–1918 Jason David Hall University of Exeter ABSTRACT: From roughly the 1880s on, a methodical verse “science” was beginning to assert itself. Gripped by the thought of articulating an objective, fact-based metrics, poetry scientists brought to bear on the traditional verse-line principles of observation and, later, on full-blown experimental practices—not to mention a curious array of instrumentation. By the turn of the century, metrical verse was being subjected to a rigorous measurement regime, which employed techniques and apparatuses derived from the new disciplines of experimental physiology and psychology. Proponents of this newly mechanized metrics pitched themselves enthusiastically into the turn-of-the-century prosody fray, believing they could resolve, once and for all, some of the fundamental dilemmas of versification. Mechanical Meters In 1857, just a few months before Coventry Patmore published the first version of his influential “Essay on English Metrical Law” in the respectable North British Review, a series of short articles titled “A Chapter or Two on Meters” appeared in a general-interest magazine called The Friendly Companion and Illustrated Instructor. These “meters,” however, were not precisely the kind that Patmore’s essay was given over to theorizing, and readers expecting something along the lines of a prosodical digest may have been perplexed (and quite possibly relieved) to find, in place of remarks on the iambus or dactylic hexameters, an alphabetically arranged catalog of measurement apparatuses. The first of three monthly installments contained three entries: actinometer (“for measuring the intensity of solar or terrestrial radiation”), aerometer (“for correctly ascertaining the mean bulk of gases”), and barometer (“for ascertaining the weight of the atmosphere”). -
Book Chapter V2 History
THE HISTORY OF DEVELOPMENTAL PSYCHOLOGY 1 Title The History of Developmental Psychology Authors Moritz M. Daum1,2 & Mirella Manfredi1 Affiliations 1University of Zurich, Department of Psychology, Developmental Psychology: Infancy and Childhood 2University of Zurich, Jacobs Center for Productive Youth Development Address of correspondence Moritz M. Daum, University of Zurich, Department of Psychology, Developmental Psychology: Infancy and Childhood, Binzmuehlestrasse 14, Box 21, CH-8050 Zurich, Switzerland. Phone: +41 (0)44 635 74 86, E-Mail: [email protected] ORCID IDs Moritz M. Daum: https://orcid.org/0000-0002-4032-4574 Mirella Manfredi: https://orcid.org/0000-0002-6549-1993 THE HISTORY OF DEVELOPMENTAL PSYCHOLOGY 2 Introduction The authors of this paper were invited to provide a chapter on how to teach “Developmental Psychology” (Daum & Manfredi, forthcoming) to the “International Handbook of Psychology Learning and Teaching” (Zumbach et al., forthcoming). When writing, the authors got lost in the details and wrote just a tiny little bit more than the editors asked for. In the end, we had to cut a substantial part of the chapter and decided to delete entire sections, one of them was the part on the “History of Developmental Psychology”. We nevertheless thought that the section could be of interest to somebody out there and put it as a preprint on the open science platform PsyArXiv. Enjoy reading. The History of Developmental Psychology Following the quote attributed to Goethe: “If you want to know how something is, you must look at how it came to be”, the goal of this section is to embed current views on development into a larger historical perspective. -
1 1879 First Psychology Laboratory Wilhelm Wundt Opens the World's
1879 First psychology laboratory Wilhelm Wundt opens the world’s first experimental laboratory in psychology at the University of Leipzig, Germany. Credited with establishing psychology as an academic discipline, Wundt's students include Emil Kraepelin, James McKeen Cattell, and G. Stanley Hall. 1883 First American psychology laboratory G. Stanley Hall, a student of Wilhelm Wundt, establishes first U.S. experimental psychology laboratory at Johns Hopkins University. 1886 First doctorate in psychology The first doctorate in psychology is given to Joseph Jastrow, a student of G. Stanley Hall at Johns Hopkins University. Jastrow later becomes professor of psychology at the University of Wisconsin and serves as president of the American Psychological Association in 1900. 1888 First professor of psychology The academic title "professor of psychology" is given to James McKeen Cattell in 1888, the first use of this designation in the United States. A student of Wilhelm Wundt's, Cattell serves as professor of psychology at University of Pennsylvania and Columbia University. 1892 APA founded G. Stanley Hall founds the American Psychological Association (APA) and serves as its first president. He later establishes two key journals in the field: American Journal of Psychology (1887) and Journal of Applied Psychology (1917). 1 1896 Functionalism Functionalism, an early school of psychology, focuses on the acts and functions of the mind rather than its internal contents. Its most prominent American advocates are William James and John Dewey, whose 1896 article "The Reflex Arc Concept in Psychology" promotes functionalism. Psychoanalysis The founder of psychoanalysis, Sigmund Freud, introduces the term in a scholarly paper. Freud's psychoanalytic approach asserts that people are motivated by powerful, unconscious drives and conflicts. -
Research Methods, Design, and Analysis TWELFTH EDITION • •
GLOBAL EDITION Research Methods, Design, and Analysis TWELFTH EDITION •• Larry B. Christensen • R. Burke Johnson • Lisa A. Turner Executive Editor: Stephen Frail Acquisitions Editor, Global Edition: Sandhya Ghoshal Editorial Assistant: Caroline Beimford Editorial Assistant: Sinjita Basu Marketing Manager: Jeremy Intal Senior Manufacturing Controller, Production, Global Edition: Digital Media Editor: Lisa Dotson Trudy Kimber Media Project Manager: Pam Weldin Senior Operations Supervisor: Mary Fischer Managing Editor: Linda Behrens Operations Specialist: Diane Peirano Production Project Manager: Maria Piper Cover Designer: Head of Learning Asset Acquisitions, Global Edition: Cover Photo: Shutterstock/Tashatuvango Laura Dent Full-Service Project Management: Anandakrishnan Natarajan/ Publishing Operations Director, Global Edition: Angshuman Integra Software Services, Ltd. Chakraborty Cover Printer: Lehigh-Phoenix Color/Hagerstown Publishing Administrator and Business Analyst, Global Edition: Shokhi Shah Khandelwal Pearson Education Limited Edinburgh Gate Harlow Essex CM20 2JE England and Associated Companies throughout the world Visit us on the World Wide Web at: www.pearsonglobaleditions.com © Pearson Education Limited 2015 The rights of Larry B. Christensen, R. Burke Johnson, and Lisa A. Turner to be identified as the authors of this work have been asserted by them in accordance with the Copyright, Designs and Patents Act 1988. Authorized adaptation from the United States edition, entitled Research Methods, Design, and Analysis, 12th edition, -
Points of View in the Modern History of Psychology
Points of View in the Modern History of Psychology Edited by Claude E. Buxton Department of Psychology Yale University New Haven, Connecticut 1985 ACADEMIC PRESS, INC. (Harcourt Brace Jovanovich, Publishers) Orlando San Diego New York London Toronto Montreal Sydney Tokyo Passages from the following are reprinted by permission of the publishers: Newell, Α., Duncker on Thinking, in S. Koch & D. Leary (Eds.), A Century of Psychology as Science. Copyright 1985 by McGraw-Hill. Neisser, U., Cognitive Psychology. © 1967 by Prentice-Hall. COPYRIGHT © 1985 BY ACADEMIC PRESS, INC. ALL RIGHTS RESERVED. NO PART OF THIS PUBLICATION MAY BE REPRODUCED OR TRANSMITTED IN ANY FORM OR BY ANY MEANS, ELECTRONIC OR MECHANICAL, INCLUDING PHOTOCOPY, RECORDING, OR ANY INFORMATION STORAGE AND RETRIEVAL SYSTEM, WITHOUT PERMISSION IN WRITING FROM THE PUBLISHER. ACADEMIC PRESS, INC. Orlando, Florida 32887 United Kingdom Edition published by ACADEMIC PRESS INC. (LONDON) LTD. 24-28 Oval Road, London NW1 7DX LIBRARY OF CONGRESS CATALOGING IN PUBLICATION DATA Main entry under title: Points of view in the modern history of psychology. Includes indexes. 1. Psychology— History. I. Buxton, Claude E. BF81.P57 1985 150\9 85-4010 ISBN 0-12-148510-2 (alk. paper) PRINTED IN THE UNITED STATES OF AMERICA 85 86 87 88 9 8 7 6 5 4 3 2 1 Contributors Numbers in parentheses indicate the pages on which the authors' contributions begin. Mitchell G. Ash (295), Department of History, University of Iowa, Iowa City, Iowa 52242 William Bevan (259), John D. and Catherine T. MacArthur Foundation, Chicago, Illinois 60603 Arthur L. Blumenthal (19, 51), Department of Psychology, University of Massachusetts at Boston, Boston, Massachusetts 02125 Claude E. -
Quantum Management – Quantum Quality Model Rakesh Kumari M.Sc
International Journal of Scientific & Engineering Research Volume 9, Issue 6, June-2018 1143 ISSN 2229-5518 Quantum Management – Quantum Quality model Rakesh Kumari M.Sc. (Physics), M.Ed., Fellow, Gujarat India. Abstract – This paper proposes the Quantum Quality Model (Q2M), a quality inventiveness, a merger application of Quantum science and Human psychology on Management science to improve/enhance the quality performance of managers/leaders/employees working in an organization. The foun- dational pillar to this model is Quantum skills model and Quantum Organization. Quantum skills model is the unification of physics, psychology and some glimpses of spiritual domain. And Quantum organization has following features - value-centered, all-inclusive, bottom-up, self-organizing, emer- gent, believes in the potentiality more than actuality, flexible and responsive in-on-out the chaos situations, follows adaptive evolution through multiple alteration, thinks that presence and participation of every employee affects the organizational success, considers human and non- human dimensions. Considering Managers/Leaders/Employees as a Particle (the microcosm) of the organization (the macrocosm), the Q2M proposes Particle domain (internal state) and the Organizational domain (outer state) of the Particle and by cultivating both domains the quality performance (in terms of Seeing-Knowing, Thinking-Acting, Feeling-Trusting) of the Particle can be improved/enhanced at workplace. The aim of this paper to improve/enhance the qualitative attributes of the Particles and quantify their quality performance. Simple Random sampling method (Probability sampling) is used for sampling with set criteria that the Particles should be working with at least Graduation (in any sub- ject) degree, no upper limit for the qualification, the age limit is 30-60 years, and open to all gender with no geographical limits. -
Epistemological Problems of Economics
EPISTEMOLOGICAL PROBLEMS OF ECONOMICS THIRD EDITION Ludwig von Mises Translated by George Reisman Introduction to the Third Edition by Jörg Guido Hülsmann Grundprobleme der Nationalökonomie: Untersuchungen über Verfahren, Aufgaben und Inhalt der Wirtschafts- und Gesellschaftslehre (1933) Epistemological Problems of Economics Translated from the German by George Reisman Published simultaneously in the United States and Canada by D. Van Nostrand Co., 1960 Reprinted 1978 by New York University Press, with Foreword by Ludwig M. Lachmann Copyright © 1976 Institute for Humane Studies Third edition 2003 by Ludwig von Mises Institute Copyright © Bettina Bien Greaves ISBN: 0-945466-36-6 CONTENTS Introduction to the Third Edition . .ix Foreword to the 1978 Edition . .lvii Preface to the English-Language Edition . .lxv Preface to the German Edition . .lxxi 1 THE TASK AND SCOPE OF THE SCIENCE OF HUMAN ACTION . .1 I. The Nature and Development of the Social Sciences . .1 1. Origin in the historical and normative sciences . .1 2. Economics . .3 3. The program of sociology and the quest for historical laws . .4 4. The standpoint of historicism . .5 5. The standpoint of empiricism . .8 6. The logical character of the universally valid science of human action . .13 7. Sociology and economics: Some comments on the history of economic thought . .18 II. The Scope and Meaning of the System of A Priori Theorems . .24 1. The basic concept of action and its categorical conditions . .24 2. A priori theory and empirical confirmation . .28 3. Theory and the facts of experience . .32 4. The distinction between means and ends: The “irrational” . .33 III. Science and Value . -
HANDBOOK of PSYCHOLOGY: VOLUME 1, HISTORY of PSYCHOLOGY
HANDBOOK of PSYCHOLOGY: VOLUME 1, HISTORY OF PSYCHOLOGY Donald K. Freedheim Irving B. Weiner John Wiley & Sons, Inc. HANDBOOK of PSYCHOLOGY HANDBOOK of PSYCHOLOGY VOLUME 1 HISTORY OF PSYCHOLOGY Donald K. Freedheim Volume Editor Irving B. Weiner Editor-in-Chief John Wiley & Sons, Inc. This book is printed on acid-free paper. ➇ Copyright © 2003 by John Wiley & Sons, Inc., Hoboken, New Jersey. All rights reserved. Published simultaneously in Canada. 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, scanning, or otherwise, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the Publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, Inc., 222 Rosewood Drive, Danvers, MA 01923, (978) 750-8400, fax (978) 750-4470, or on the web at www.copyright.com. Requests to the Publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, (201) 748-6011, fax (201) 748-6008, e-mail: [email protected]. Limit of Liability/Disclaimer of Warranty: While the publisher and author have used their best efforts in preparing this book, they make no representations or warranties with respect to the accuracy or completeness of the contents of this book and specifically disclaim any implied warranties of merchantability or fitness for a particular purpose. No warranty may be created or extended by sales representatives or written sales materials.