History Of Psychology Terms Chapter 9 To 14

Front 1

Quantitative Research Methods, two methods of inference?

Back 1

• Hypothetico-deductive method: an approach to making scientific inferences. A hypothesis is formulated, then explicit predictions are deduced from it, and, finally, it is determined whether empirical observations conform to such predictions and thereby corroborate the hypothesis.
• Falsificationism: an approach to inference which
emphasizes the role of disconfirming as opposed to
confirming evidence.

Front 2

Inference in Psychological Science, two ways to describe statistics.

Back 2

• Descriptive statistics: a branch of mathematical
statistics which involves describing and representing sets of quantitative variables, and in which no generalizations are made beyond the data at hand
• Inferential statistics: a branch of mathematical statistics which involves methods for drawing conclusions about a population (or populations) on the basis of a subset of, or sample from, that population (or samples from different
populations).

Front 3

R. A. Fisher's Decision Rule has states for Accepting H0 when H0 is true or false, and rejecting H0 when H0 is true and false. What are they?

Back 3

• Accept H0 when H0 is true is correct.
• Reject H0 When H0 is true Type 1.
• Accept H0 when H0 is false is Type 2.
• Reject H0 when H0 is false is correct.

Front 4

When is the essential reason a Correlational Methods is not causal?

Back 4

• Because the way the experiment was designed.

Front 5

What does The Burt Scandal show us about science?

Back 5

• uncover the structure of intelligence but Burt had “committed fraud” and had “misrepresented his work”.
• NOTE HOW MUCH OF SCIENCE DEPENDS ULTIMATELY ON THE ETHICAL BEHAVIOR OF SCIENTISTS!

Front 6

Who were the key figures in the Theories of Learning?

Back 6

Edwin Guthrie, Clark Hull, Edward Tolman, and Albert Bandura.

Front 7

Edwin R. Guthrie, Learning has one simple, core principle, explain?

Back 7

• Contiguity. Any combination of stimuli that has accompanied an act will on its
recurrence tend to be followed by that act. Combo of Stimuli not Stimuli alone produce act!
• Simultaneous antecedent and consequent.
• Repetition of acts forms habits by allowing more and more stimuli to become associated with a particular act (e.g., smoking, smell of tobacco, taste, time of day...).
• Reinforcement works not by strengthening SR connections, but by restricting other SR connections to be learned.

Front 8

How was Clark Hull's formal structure in stark contrast to Guthrie's? Therefore what did Hull's theory include to understand overt behavior?

Back 8

• Guthrie's approach was folk psychology like using simple practical ideas.
• Hull's approach used hypothetico-deductive reasoning and falsification. Was very scientific.
• Drive= intense stimulus external or internal which is a motivation. Hull used intervening variables: theoretical concepts which are used in attempts to explain the relationship between stimulus (drive internal or external) and response (behavioral) (e.g., level of stress as an intervening variable between task demands and performance.)

Front 9

Hull’s (who is he) Conception of Reinforcement? What does reinforcement create? How does he calculate this?

Back 9

• Drive-reduction theory of reinforcement: states that a
biological need (intervening variable) creates a drive in the organism, and the
fulfillment of this drive constitutes reinforcement.
• Primary reinforcer: any stimulus that reduces a drive directly, e.g. breast milk for a hungry infant.
• Secondary reinforcer: a stimulus that has no reinforcing properties on its own, but acquires them through
association with a reinforcing stimulus, e.g., mother who provides the milk.
• Habit Strength: learned connection between stimulus and response. Made a mathematical definition.

Front 10

Edward Tolman's Purposive Behaviourism? What is it based off of? What is it? What are the two distinction's?

Back 10

• much less technically-defined version of behaviourism; blended methodological behaviourism, elements of Gestalt psychology, and psychoanalysis.
• Behaviour described with reference to the goal that
the animal is seeking.
• Molar (purposive) behaviour: behaviour that is directed toward a goal, and which terminates when that goal is attained.
• Molecular behaviour: specific muscular and glandular movements, and constitutes only a small segment of behaviour.

Front 11

What is Edward Tolman's idea of cognitive maps? How do cognitive maps develop?

Back 11

• Because of his emphasis on molar, or purposive, behaviour, Tolman’s approach became known as purposive behaviourism, which demands an understanding of how the animal represents its external environment.
• Cognitive maps: representations held by organisms of the current environment in which they are active.
-- organism develops a weak hypothesis about environment;
-- an expectancy is formed if the hypothesis is confirmed;
-- a belief is formed if the hypothesis is consistently confirmed;
-- finally, a cognitive map, or “mental representation”,
of the particular situation is formed; the cognitive map is what intervenes between experience and behaviour.

Front 12

The Latent Learning Controversy? What was the apparatus used? How were the two men and what are their ideas? What was the result?

Back 12

• A typical maze, and the evidence of rat's trials (hungry) after being given no cheese, cheese, or no cheese then cheese would prove one theory right over other.
• Hull’s drive theory predicts that time an animal takes to move between the “start box” and the “goal box” in a typical maze will decline with
number of trials, due to increased habit strength. Would get better and better, but only learn if reinforced.
• Tolman’s purposive theory claims that the important factor is the formation of expectations, not habits. Therefore, simply exploring the maze without reinforcement should suffice. Could learn without reinforcement (make cog map) but only show what learned with reinforcement.
• (Hungry) never reinforced, and (Hungry) reinforced acted as Hull said, but (Hungry) never then reinforced went from acting like HNR to HR. Showing did learn cog map!!

Front 13

How is Hull's notion of intervening variable different to Tolman's?

Back 13

• Hull thought habits were intervening variables which we could measure their strength (drive-reduction behavior). They are formed through reinforcement.
• Tolman thought cognitive maps contain expectancies and intervene between behavior and environment. They are formed through experience with environment, don't need reinforcement.

Front 14

Albert Bandura's Big Ideas?

Back 14

• Social Learning Theory: stressed Modeling which takes place through observational learning e.g. Famous Bobo Doll experiment.
• Participant Modeling as a form of Cognitive-Behavior Modification e.g.fear reduction.
• Reciprocal Determinism:
Behavior/Person/Environment all important and interact to determine each other.

Front 15

What are the four Theoretical issues that Developmental
Perspectives are framed around? Give and example of each.

Back 15

Theoretical issues:
• Planfulness (plan or teleos; Piaget and Erikson) versus Contingeny (things happen by accident; evolutionary or genetic stance).
• Innate versus Acquired (most in the middle)
• Qualitative Stages (Piaget and Erikson) versus Quantitative Increments.
• Primacy of Mind (Erikson) versus Primacy of Action (Piaget).

Front 16

Who are the 6 Developmental psychologists.

Back 16

G. Stanley Hall
James Mark Baldwin
Heinz Werner
Jean Piaget
L.S. Vygotsky
Erik Erikson

Front 17

G. Stanley Hall's Big ideas?

Back 17

• Recapitulation theory of development. All stages of human evolution are reflected in the life of an individual person: "ontogeny recapitulates phylogeny” (e.g., “love of water as “ancestral yearning”; play as “revelling in savagery”)
[Emphasis on story and nature in education.]
• Understood adolescence as a period of Sturm und Drang
(Storm and Stress) -- occasioned by a shift from a relatively comfortable relationship with nature to a new and challenging relationship with society and others -- a biological-social
approach, in which development involved increasingly elaborative forms of social participation.

Front 18

Who was James Mark Baldwin? What are his 3 big ideas? Which ones influenced which developmental psychologist?

Back 18

• Developmental psychologist.
• Baldwin effect or "Baldwinian evolution:” There is a mechanism whereby epigenetic (gene and world) factors come to shape the genome as much as, or more than natural selection. Cultural practices among the factors shaping the human genome. Vygotsky
• Advanced four stages/epochs of ontogeny/philogeny: (1)Pleasure/Pain, (2)Representation/Memory, First two organism is passive. (3)Volitional Self-Control toward a goal, (4)Social/Ethical being. Last two organism has active mental life. Similar to Hull but not as strong recapitulation.
• Development occurs through Assimilation (conventional responding from habit) versus
Accommodation (novel responding to circumstances). All behavioral. Piaget

Front 19

who is Heinz Werner and what was he Best known for? 2 things.

Back 19

• Orthogenetic Principle: a theoretical framework within which development may be studied that claims that development proceeds from undifferentiated wholeness to increasing differentiation (of world, self, and worldself- other relations) and hierarchical organization e.g. Maxi Task.
• Emphasized process (ontogenetic and
microgenetic have same formal properties) and emergence (development emerges from less to more complex ways of thinking).

Front 20

What did Jean Piaget study? How does knowledge develop? What are the key processes and how does it emerge from the environment and biology?

Back 20

• Genetic epistemology: the name Piaget gave to his approach which emphasized the study of both the formation and the meaning of knowledge.
• Assimilation: the cognitive process of “taking in”
information from the surrounding environment in terms of existing schema (i.e., structural organization of the mind at the time).
• Accommodation: the cognitive process of adjusting, or changing, existing schema to fit incoming information about the surrounding environment.
• Equilibrium: a cognitive state characterized by a
balance between assimilation and accommodation. Equilibration propels cog dev. by assimilation and accommodation.
• Not just interact between environment and biology but construction by acting on environment with biology.

Front 21

What is Piaget's notion of stages? What are the stages?

Back 21

• Not age that matters and sequence is invariant.

• Stage 1: The Sensorimotor
Period (birth – 2): Prelanguage.
Reflexes, in particular sucking; only basic motor
schemata are active.
Child begins to interact with objects in second year--enters into a period of sensorimotor
intelligence, characterized by 1) a sense of the distribution of surrounding space; 2) the perceptions of objects (including the body) in this
space; 3) a notion of causal sequence in which something brings something else about; 4) a beginning sense of time's passage.
~child develops an awareness of object permanence.

• Stage 2: The Preoperational
Period (2 – 7). Emergence of symbolic activity, especially
language use. Child can begin to conceptualize ideas.
~Deferred imitation—the ability to imitate something in its absence, e.g., a roaring tiger.
~Symbolic play—the ability to pretend that something is the case, for example, e.g., that he or she is the roaring tiger, are characteristic of
this stage.
~Egocentrism—a belief that everyone thinks and experiences the same things they do and an inability to take the point of view of another.

• Stage 3: Concrete Operations: (7 - 12) Multiplication of classes: child begins to be able to classify objects into more than one class.
~Conservation, i.e., child begins to grasp that concepts like mass and weight are constant even though we manipulate their perceived appearance.
~Concrete operations:
(e.g., reversibility) is able to employ basic logical principles, but only in concrete, as opposed to abstract, applications.

• Stage 4: Formal Operations
(adolescence): development of Formal Operations: employ general or abstract constructions. Mentally operate on concrete and non-concrete (e.g. Verbal objects).
~Childhood egocentrism fades (can take others perspectives), replaced
by adolescent egocentrism: a belief in omnipotence of reflection—and idealism (i.e., the tendency to be idealistic)

Front 22

What is main difference between Vygotsky and Piaget? How did Piaget and Vygotsky see egocentric speech?

Back 22

• Piaget emphasized construction of individual and Vygotsky emphasized co-construction of knowledge, first social then internal.
• disagreed with Piaget’s view that egocentric speech disappears after a certain stage of development; argued that it is a necessary precursor to verbal thought (i.e., "speech on its way inward“) and, instead of fading, it would become inner speech, or thought.

Front 23

What is Vygotsky's Big idea and what should educators put their efforts towards?

Back 23

• Zone of proximal development: the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers.
• Potential development level as opposed to actual development level should guide the efforts of educators.

Front 24

How did Erik Erikson see development? How long did it occur? What happens at each stage?

Back 24

• Development as Epigenesis: stages of personality development unfold in a particular and necessary sequence in accordance to biological-social-psychological etiology.
• Occurs not only during childhood, but across the entire lifespan.
• Individual must work through a crisis: a pair of opposing tendencies, depending how an individual attempts to solve the crisis at each stage, he/she will be situated somewhere on a continuum, the poles of which represent opposing tendencies. Goal not for one to win out over other but balance.

Front 25

Name and explain Erikson's Psychosocial Stages?

Back 25

Stage 1: Basic Trust vs. Mistrust: (birth to 1 year of age) Hope.
~characterized by the child's dependency on others
to meet his/her needs.
~good care-child will acquire a sense of Hope; poor care-mistrust in the world.

Stage 2: Autonomy vs. Shame and Doubt (2-3 years of age) Will Power.
~Characterized by the child's attempt to achieve self-control and mastery of the external world.
~Child's identity depends on the emergence of will power.

Stage 3: Initiative vs. Guilt (3-6 years of age) Purpose.
~Beginning of language use and free movement in the surrounding environment.
~Child's identity tied to his/her imaginative boundaries.
~Successful resolution of this stage gives the child a
sense of purpose.

Stage 4: Industry vs. Authority (6-12 years of age) Competence.
~Child becomes increasingly reliant on education in
his/her attempt to master the world.
~Desirable outcome of this stage is a feeling of competence.

Stage 5: Identity vs. Identity
Diffusion (12-18 years) Fidelity/Faith.
~Child aims to establish a stable identity.
~Ideal outcome of this stage is to develop a sense of faith in oneself and in others.

Stage 6: Intimacy vs. Isolation (18-40 years) Intimate relationship.
~Once a sense of identity is established, one can develop intimate relationships with others.
~Marriage, procreation, enduring friendships, etc.
~Successful resolution of this stage is the ability to
intimate relationships.

Stage 7: Generativity vs.
Stagnation (40-65 years) Caring relationships.
~Emphasis at this stage are the contributions the
individual can make to society (e.g., as a parent, grandparent, mentor, etc.)
~successful resolution of this stage is the ability to
develop caring relationships.

Stage 8: Integrity vs. Despair
(65 years to death) Wisdom.
~The question of what one's life has added up to arises.
~After successfully resolving the crises in the
previous seven stages, the successful outcome of this stage should be wisdom.

Front 26

Why is Humanistic psychology called the “Third force”? What are the two roots of humanistic psychology? Explain each.

Back 26

• A reaction to determinism of Freud's psychoanalysis and environmental determinism of environment. Wants to give back free will and authority to unique individual as expert on own personal experience.
• Phenomenology (the study of the basic nature of
human experience and subjectivity) and Existentialism (emphasizes the existence of the free, responsible, and self-determining individual.

Front 27

Name the 4 Existentialists and Some of Their Ideas.

Back 27

• Søren Kierkegaard’s: SUBJECTIVE ACCOUNT of human
choice. No ultimately objective grounds exist for choices. No certainty must have faith.
• Friedrich Nietzsche’s: PERSPECTIVISM (all is
interpretation directed toward particular ends) and will to power (knowledge works as a tool of power). Therefore, you must create your own life as a work of art. Life is a work of art and we need to sculpt ourselves and present to others this work of art.
• Martin Heidegger’s: DASEIN (Being-in-the-world
with care, what puts us above animals is that things matter to us and we care and live toward death), and the nature of AUTHENTICITY (authentic way of being in the world is acting honestly and accepting our fate-death. Inauthentic would be to deny your worries or feelings and deny fate).
• Jean-Paul Sartre’s: We CHOOSE and are responsible for our choices, and must live courageously with Existential Anxiety (fear of death) and Guilt (think what we could have done differently in life), versus neurotic forms of each which is to deny them. His approach is form of humanism because person is responsible for action.

Front 28

What is Rollo May's notion of the human dilemma? What is the problem for the modern man? What are his two distinctions? What does one lead too? How can we fix this?

Back 28

• Human dilemma: the paradox-humans are objects to which things happen and
subjects who assign meanings to their experiences. So we need to find how to live productive and fulfilling lives by transforming our
objective condition through love and will into subjective experiences.
• modern emphasis on individualism and reason has
led to an experience of ourselves and the world that is one of isolation from traditional guiding values and each other. Without guide posts and each other we experience normal anxiety. But when we repress or run away from normal anxiety can lead to neurotic anxiety, self-alienation.

• Normal anxiety—a natural reaction when confronting the unknown.
• Neurotic anxiety—(Same as Freud) an abnormal fear of freedom that results in a person living a life that minimizes personal choice.
• Neurotic anxiety leads to
• Self-alienation: when just accept values of others rather than attain freely and personally values for self.
• Care which enables love (movement away from apathy, the curse of glorifying the intellect and reason) and Will (ability to choose one experience over another and in valuing one experience over another we bring meaning to our lives).

Front 29

What psychological approach is Abraham Maslow a part of and how does he see people, similar to who? What was his biggest contribution? What is it? Can you meet one need then move on? Explain each one. What are the two things we are open to in last step?

Back 29

• Humanistic psychology, as innately good and striving toward self-actualization, same as Rogers.
• Maslow's Hierarchy of Needs: its a theory of motivation, hierarchically ordered, where the lower needs common to all animals and higher uniquely humans.
• Can't just meet one need and then it is fulfilled forever. They constantly need to met.

• basic needs: those which are conducive to the basic physiological health and survival of the individual, e.g., water, food, sex; these needs must be met before any other needs can be met.
• safety needs: the requirements one has for shelter, security, order, and stability.
• belongingness and love needs: having affectionate and meaningful relations with others.
• esteem needs: requirements for adequacy, mastery of skills of one sort or another, and competence, as well as recognition from others and status within a group.
• self-actualization: an innate, human tendency toward wholeness, to reach one's full, human potential, and to be true to one's nature; the self-actualized person is open to experience and embraces the higher values of human existence including peak experiences and cognitive-aesthetic needs.

• cognitive-aesthetic needs: the need to know and understand things as they are and to create and be in the presence of beautiful things.
• peak experiences: periods in which one has a sense of limitless horizons, feelings of being simultaneously more powerful and also more helpless than ever before, feelings of great ecstasy, wonder, and awe, and the feeling that something extremely important and valuable had occurred.

Front 30

How did Carl Rogers see human beings? So how should we treat children then? If we do this what kind of person will children grow to be? How does this person live? What is it called when we don't treat children well and what is it? What will this lead to as child grows?

Back 30

• As innately good and desire toward self-actualization can be helped or hindered by experiences.
• Unconditional positive regard from caregivers (no matter what love).
• Fully functioning person.
• according to one’s basic Organismic Valuing Process—the innate, internal guidance system which guides individuals toward self-actualization, whatever that might mean for them.
• Conditional positive regard: only love when child acts certain way which sets up conditions of worth, the conditions which the relevant people in our lives place on us and that we must meet before these people will give us positive regard.
• An Incongruent, or “Inauthentic” person: restricts and/or denies aspects of experience and self, and who therefore cannot be true to his/her own feelings, desires, inclinations, etc.

Front 31

What is Rogers’ technique for counseling patients? What does it entail? What will it do for the patient?

Back 31

• Client-centred Therapy.

• Role of therapist as being non-directive, and expressing an attitude of genuineness, unconditional positive regard and empathetic understanding in order to facilitate the client's recognition of what s/he needs to do to become self-actualized.

• Wants to patient to process experiences as fully as possible. Conditional positive regard gives blockages. CCT releases those blockages so person can reach self-actualization b/c able to make better choices and actions.

Front 32

What are the two distinctions that Gordon Allport made in the study of people?

Back 32

1. Nomothetic (the search for
general laws across persons).
2. Idiographic (the attempt to understand the personal uniqueness of an individual).

Front 33

What approach is Sir Frederick Bartlett a part of? What is he known for? What did he find? So how does he see it then?

Back 33

• Memory Experiments: “method of serial reproduction” (pass along the story of the war of the ghosts). He wanted to test memory in real world with meaning not just lab testing such as nonsense syllables.
• Found that memory is an imaginative reconstruction rather than a literal recollection.
• Saw memory in terms of schema, what we remember from our experiences we actively create based on what we think is relevant to our current situations.

Front 34

How did Noam Chomsky think we produce language? Explain his model? How is this prove behaviorists explanations wrong?

Back 34

• Generated by an internally consistent and innate system of rules: language acquisition device (LAD).
• Surface structure: the particular words that make up a sentence. Linguistic performance.
• Deep structure: a more essential underlying structure of language. Linguistic competency.
• Grammatical transformations: internally generated grammer rules for turning deep structure into infinite types of surface structure.

• Behaviorists couldn't account for how we can produce infinity amount of sentences by never learning them.

Front 35

Who is Noam Chomsky's language acquisition deveise similar too?

Back 35

• Chomsky, like Descartes (but not from God) believed that all human beings come equipped with universal organizing principles that make language learning possible.

Front 36

Who is George A. Miller? What were his three big ideas?

Back 36

• A cognitive psychologist.
• First to use the analogy of information processing for cognition in which he found the
• Channel Capacity for attention is 7 +- 2. We can discriminate between seven different magnitudes of anything from sounds of pitches to loudnesses of tastes.
• Specifically in STM we also can hold only 7 which he called this the Span of immediate memory.

• Also drew from cybernetics, the study of communication and
control. People's behavior is controlled by a FEEDBACK LOOP called the TOTE mechanism: input is tested against standard, doesn't match then adjusts and tests again until input matches standard.
• Tested this by getting P's to THINK ALOUD: speaking of what thinking while doing a task.

• Advocated “giving psychology away:” APA should not be involved in promoting social change.

Front 37

Who is Ulric Neisser? What analogy did he use? How did the analogy work? How did Neisser see that we store info as apposed to the British Empiricists?

Back 37

• A cognitive psychologist?
• Human cognition is like a computer program.
• Information-processing of computer.
~First from Iconic
Storage: a brief period during which information from a stimulus is preserved and made available for further processing.
~Second to pattern recognition: the stimulus
information is recognized as belonging to a particular
category.
~Third to attention: split into Preattentive Processing (process by which particular objects in visual field are broken up) and Focal Attention (attend to the objects that have been broken up).

• Neisser--Utlilization Hypothesis: we store only traces of previous experiences and acts that we then use to construct current and plan future acts.
reappearance hypothesis of the British empiricists (which
held that to remember is to re-experience).

• British empiricists--Reappearance Hypothesis: to remember is to re-experience, remember everything.

Front 38

How is Ulric Neisser influenced by James J. Gibson. What did Neisser's advance Gibson's idea?

Back 38

• Skeptical of the
typical cognitive psychologist’s “representational” assumptions. Gibson said we only take in info direct from environment. Everything we need to understand world is in the world.
• Neisser agreed that there must be way we take info directly in, learning is a matter of becoming attuned to the environment. But we also have mental representations or schema that direct us and then info from world fine tunes our schema.

Front 39

Who is Jerome S. Bruner? What is the "New Look?" What is this idea similar too? How did Bruner study thinking?

Back 39

• A cognitive psychologist.
• Old look is just focus on stimulus. “New Look” focus on stimulus and organism, PERCEPTUAL READINESS -- we organize our perceptual field so as to maximize percepts relevant to our needs and expectations. Hold onto our percepts (in light of disconferming evidenced) as long as possible by whatever means possible.

• Studied CONCEPT ATTAINMENT (process by which categories develop. Concepts made out of combination of attributes). It shows that higher mental processes such as concepts can be studied experimentally testing different aged children, seeing how concept formation took place. Kids guessed when concept researcher had in mind asking yes no Q's. Shaded small triangle, shaded large triangle... GUESSING shows how strategies foe concepts are attained!

Front 40

An Important Distinction: Two
Modes of Thought?

Back 40

Causality in two modes are different.
• Logico-scientific (or paradigmatic): causality is self-evident, if X, then Y.
• Narrative: need to make a story to understand causality, king and queen died...

Front 41

Who is Herbert A. Simon? What is he known for? What strategy did he use to get his info? So what was the main structure of the system?

Back 41

• A cognitive psychologist.
• Used computer simulation to model human intellectual/cognitive functioning.
• Used think aloud technique (e.g. when doing Tower of Hanoi problem) to get info to program the computer with.
• Adaptive thinking is likely to have a modular structure that allows parts to be changed without disrupting
the whole. Parts independent of the whole.

Front 42

What are the 4 Criticisms of Cognitive Psychology?

Back 42

1) Neglect the role of emotion in mental life.
2) Computers don't capture the insight (Gestalt) character of human learning and problem-solving.
3) Computer programs are at symbolic level and tell us little or neurological level of brain.
4) (Not fair to say this) Cognitive psychology seems to ignore the historically-established cultural and social settings and contexts within which we live, experience, and act.
~Note here that Simon himself did stress that “adaptive behavior is a function of strategies and knowledge, both largely acquired from the social environment.” And, also note that some highly prominent cognitive psychologists (e.g., Neisser and Bruner) have broadened their scope as their careers have advanced.]

Front 43

Explain the difference between the Traditional and "New" history of psychology?

Back 43

Traditional: Focus on Presentism (present day ideas and interpretations are used to understand what happened at different points in past; focus on present to understand past); Persons (looking and people without context); Certain things progress; Psychologists (people who study history of psyc).

"New": Focus on Historicism (understanding different people and ideas in the past within their own context not based on present; focus on the past); Context (look at everything from within their context); Without Progress (ideas just change not get better); Historians (in change of the subject area, more competent).

Front 44

Is Psychology a Social
Construction? Explain?

Back 44

• Exogenic (coming from outside the person) versus (E.g. behaviorism).
• Endogenic (coming from inside the person) (e.g. cognitivism).
• Socially Constructed
(coming from social processes of acting together -- e.g.,
language, social rules, etc.)
~Language is socially constructed, science is based on and a result of language, therefore science is socially constructed e.g. self-esteem, abnormality, development all social terms that can change through time and by culture.

Front 45

Explain 6 Modern and Post-Modern characteristics?

Back 45

Modern: Traditional/Presentism.
1. Persons as passively “given,” detached, rational, and unitary
2. Knowledge as dualistic,
certain, universal, and with firm foundations (known and know are seperate).
3. Authority rests in science, objectivity, and expertise.
4. Theory is a matter of narrowing in on the best account, and theory is capable of supporting professional practice.
5. Criticized for being absolutist, totalizing, and disenfranchising.
6. Tends to treat the past as past.

Post-Modern "New"/Historicism.
1. Persons as actively constructed, connected, and fragmented.
2. Knowledge as contextual, uncertain, situated, and without firm foundations.
3. Authority rests in dominance, ideology, and differential entitlement.
4. Theory opens up a range of possibilities; links between theory and practice problematic.
5. Criticized for being relativistic, fractured, and encouraging suspicion and distrust.
6. Opens up a reevaluation of the past.

Front 46

Top Five Reasons to Study the
History of Psychology?

Back 46

5. To Deepen and Broaden your Understanding of Psychology and the History of Ideas in General.
4. To Hone your Critical and Interpretive Capabilities (To Challenge Conventions, “Correct the Record” and Raise Alternative Possibilities).
3. To Stimulate “New” Directions (“New wine in old bottles” -- “mining” and “recycling”).
2. To “position” your own interests and projects as a student of Psychology.
1. Because there is a very real sense in which the history of Psychology is the history of how we understand ourselves.

Front 47

Name the 4 debates that the history of psychology is faced with?

Back 47

• Challenge of fragmentation: Will psychology separate into several new disciplines (e.g., cognitive science,
neuroscience, behavioral engineering, cultural psychology)?
• Challenge of fragmentation: Will the history of psychology turn out to be composed of different stories within either a unified or a fragmented psychology?
• Is Psychology a Social
Construction?
• Is Psychology Paradigmatic?

Front 48

Is Psychology Paradigmatic?

Back 48

• Thomas Kuhn’s notions of Paradigm (the fundamental assumptions, beliefs,
and working practices of a scientific community) and Paradigm Shifts (periods of normal science separated by revolutionary periods)
• Replacement versus Different
Interpretive Frameworks?