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77 Cards in this Set
- Front
- Back
Alfred Adler
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School: Psychoanalytic (partner of Freud)
Individual Psychology Contributions: one is trying constantly to overcome childhood inferiority complex (studied birth order) |
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Mary Ainsworth
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School: Developmental
Attachment Theory: *Secure Base; *Insecure ( Anxious Ambivalent); *Insecure (Anxious/Avoidant); *Disorganized/Disoriented Contributions: studied little kids in the Strange Situation Experiment (insecure vs. secure attachment) |
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Gordon Allport
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School: Traits
Contributions:cardinal, central, and secondary traits Cardinal - organize life (those that contribute to the dominant feature in someone's personality) Central - characteristics of person (often used to describe a person) |
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Solomon Asch
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School: Social
Contributions: line experiment, conformity (peer pressure) |
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Albert Bandura
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School: Cognitive & Behavioral
Social Learning Theory Observational Learning Contributions: Bobo Doll experiment (imitation, modeling) and reciprocal determinism |
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Aaron Beck
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School: Cognitive
Contributions: founder of cognitive therapy Common thinking errors |
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Alfred Binet
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School: Cognitive
Contributions: created first standardized test for intelligence (mental age) |
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Diana Baumrind
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School: Developmental
Contributions: parenting styles (authoritarian, authoritative, permissive, uninvolved) |
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John Bowlby
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Attachment Theory
Separation Anxiety; Stranger Anxiety Prolonged Separation: *Protest *Despair *Detachment *Anaclitic |
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Walter Cannon
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School: Cognitive
Contributions: Cannon Bard theory (emotions happen at same time as arousal) |
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Raymond Cattell
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School: Trait
Contributions: 16 Personality Factors and surface traits |
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Leon Chesting
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Black Experience:
Nurturing System - Individual is part of family, friends, immed community vs. Sustaining System - Individual is part of larger society Dual Perspective - Person constantly shift btwn worlds (for minority can evoke conflict) |
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Noam Chomsky
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School: Cognitive
Contributions: language acquisition device (innate aptitude for language) -concepts of positive and negative feedback |
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Herman Ebbinghaus
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School: Cognitive
Contributions: first to study memory, looked at forgetting curve |
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Paul Ekman
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School: Cognitive
Contributions: 6 basic facial expressions (happy, sad, disgust, anger, fear, and surprise) |
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Albert Ellis
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School: Cognitive
Contributions: rational emotive behavioral therapy (REBT) (confronting irrational thoughts) A - Activating event; B - Belief; C - Consequent affect; D - Disputing of the irrational belief; E- Effect |
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Erik Erikson
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School: Developmental
Ego Psychology - Psychosocial Stages 1. Trust v Mistrust (0-1y) 2. Autonomy v Shame & Doubt (2-3y) 3. Initiative v Guilt (3-5y) 4. Industry v Inferiority (6-11y) 5. Identity v Identity Confusion (12-18Y) 6. Intimacy v Isolation (19-30+y) 7. Generativity v Stagnation/Self-Absorption (30s+-50+y) 8. Integrity v Despair (old age, 60+y) First developmental therapy for whole lifespan |
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Hans Eysenck
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School: Trait
Personality is genetic Contribution: 3 Dimensions of Personality: 1. stability vs. instability; 2. extroversion vs. introversion 3. Psychoticisim |
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Leon Festinger
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School: Social
Contributions: cognitive dissonence |
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Anna Freud
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Defense mechanisms
Grg E Vaillant's levels are: Level I - pathological defences (i.e. psychotic denial, delusional projection) Level II - immature defences (i.e. fantasy, projection, passive aggression, acting out) Level III - neurotic defences (i.e. intellectualization, reaction formation, dissociation, displacement, repression) Level IV - mature defences (i.e. humour, sublimation, suppression, altruism, anticipation) |
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Sigmund Freud
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School: psychoanalytic
Contributions: first comprehensive personality theory, first theory on abnormal behavior, and first type of talking therapy |
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Howard Gardner
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School: Cognitive
Contributions: multiple intelligence theory Visual - Spacial Body Musical Interpersonal Intrapersonal Linguistic Logical - Math |
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William Glasser
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Reality Therapy
Reject concept of mental illness - Psychopathology results because person can not control environment in way that satisfies basic needs (belonging, power, fun, freedom) Need to love and be loved; Need to feel worthwhile to themselves and to others. |
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Carol Gilligan
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School: Cognitive
Contributions: revised Kohlberg's theory on moral development to look at difference in genders |
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Daniel Goleman
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School:
Contributions: emotional intelligence and immediate vs. delayed gratification |
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J. P. Guilford
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School: Cognitive
Contributions: mental abilities (100+) |
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Jay Haley
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Strategic Family Therapy
Presenting pbm viewed as symptom of response to current dysfunction in family interaction Relabeling; Reframing; Directives; Paradoxical instruction Focus on behaving differently |
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G. Stanley Hall
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School: Developmental
Contributions: one of 1st American psychologists and first to study child psychology |
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Harry Harlow
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School: Developmental
Contributions: monkeys & attachment |
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Frederick Herzberg
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Job Enrichment Theory (a.k.a. Dual Structure Theory or Motivator-Hygiene Theory or Two Factor Theory)
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Karen Horney
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School: Psychodynamic
Contributions: child anxiety, overcoming helplessness and Electra Complex Neurosis is due to disturbed human relationships. |
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William James
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School: Functionalism
Contributions: 1st American psychologist, studied how mind adapts to the world we live in |
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Irving James
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School: Social
Contributions: groupthink |
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Carl Jung
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School: psychoanalytic
Contributions: collective unconscious and archetypes Two Attitudes: Extroversion; Introversion Basic Functions: Thinking, Feeling, Sensing, Intuiting SW focus is to bridge gap |
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Lawrence Kohlberg
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School: Developemental
Contributions: how moral dilemmas create moral development in men 1. Pre-conventional Stage 1. Punishment and obedience orientation Stage 2. Instrumental relative orientation 2. Conventional Stage 3. Interpersonal concordance (good boy/nice girl) Stage 4. Law and Order 3. Post-Conventional Stage 5. Social law contract Stage 6. Universal ethical principal orientation |
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Wolfgang Kohler
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School: Gestalt (Cognitive)
(whole is sum of it's parts) Contributions: insight learning (chimpanzees) *Avoid use of diagnostic labels |
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Heinz Kohut
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Object-Relations Theory
(worked with Mahler (stages of development) |
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Elisabeth Kubler-Ross
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Contributions: studied end of lifespan, stages of death and dying
Denial; Anger; Bargain; Depression; Acceptance |
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Karl Lashley
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School: Behavioral & Biological
Contributions: searched for engram (neuropsych/physical trace) for memory |
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Richard Lazarus
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School: Cognitive
Contributions: thoughts precede emotions |
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Kurt Lewin
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Leadership Climates: (Change Management Model)Authoritarian; Democratic; Laissez-faire
B=f(P,E) Force-Field Analysis |
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Marsha Linehan
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Dialectical Behavior Theory (coping)
Skill building Relations with others |
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Elizabeth Loftus
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School: Cognitive
Contributions: eyewitness, reconstruction of memory |
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Margaret Mahler
(worked w Kohut) (influenced by Bowlby, Piaget, Spitz) |
Object Relations Theory
STAGES: 1) Normal Autism (0-1mo) Little awareness of otrs; 2) Sumbiosis or Normal Symbiotic (1-4mos) Attachment to caregiver, no sense of individuality, depreivation may lead to Bi-Polar) 3) Separation-Individuation (4-8mos through 36 mos) Development of ego, sense of ID & cog abilities; SUBSTAGES OF STAGE 3: 1) Differentiation from mtr/Hatching (4-8mos) ; 2) Practicing (8-15mos) Rapprochement (15-24 mos); 3) Achievement of Individuality (24-36mos) consolidation and obejct constancy |
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Abraham Maslow
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School: Humanistic
Contributions: self actualization and hierarchy of needs |
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David McClelland
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School: Cognitive
Human Motivation Theory Contributions: box toss and achievement motivation *Achievement *Affiliation *Power |
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Donald Meichenbaurm
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Cognitive-Behavior Therapy
Self Instruction Training Maladaptive behavior is associated with patterns of thinking and response that do not result in mentally healthy outcomes Used to treat depression, anxiety, phobias |
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Stanley Milgram
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School: Social
Contributions: shock experiment and obedience People are willing to obey even if it goes against morals. |
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Salvador Minuchin
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Structural Family Therapy
Addresses family pbms by dividing family into subsystems. Modify family rules; Develop appropriate boundaries |
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Ivan Pavlov
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School: Behavioral
Contributions: Classical/Respondent Conditioning Making a connection between unrelated things US>UR (Involuntary); CS>CR (learned) |
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Helen Perlman
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Problem Solving Model
Contact Phase: ID pbm; ID Goals; Contract; Exploration Contract Phase: Assessment & Evaluation; Plan of Action; Prognosis Action Phase: Implementation of Treatment Plan; Termination; Evaluation |
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Fritz Perls
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Gestalt Therapy
4 Major Boundary Disturbances *Introjection- difficulty distinguishing btwn "me" and "not me" *Projection- disown aspects of self by assigning to other *Retroflection- redirect anger one has for another person inward *Confluence- Absence of boundary btwn self and environment (used empty chair) |
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Jean Piaget
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Cognitive Development STAGES of learning/reasoning
Assimilation - looking for similarities Accommodation - looking for differences (adaption=learning) 1. Sensorimotor (0-2y) SUBSTAGES: 1. Impulsive and Reflex Actions 2. Primary Circular Actions 3. Practicing Secondary Circular or Repetitive Actions 4. Coordinating Secondary Schemes 5. Tertiary Circular Actions/Continuation of Experimentation w More Variability 6. Invention through Mental Combinations 2. Pre-operational (2-7y) Imagination, uses language & otr symbols, focus is egocentric 3. Concrete Operations (7-11y) understands conservation 4. Formal Operations (11+y) abstract reasoning |
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Robert Rescorla
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School: Cognitive & Behavioral
Contributions: contingency model of classical conditioning (adding thinking to the process) |
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Carl Rodgers
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School: Humanistic ; Person-Centered Therapy
Contributions: self-concept and genuineness, acceptance, and empathy (unconditional positive regard) |
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Hermann Rorschach
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School: Psychoanalytic
Contributions: inkblot projective test |
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Julian Rotter
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School: Social and Cognitive (Social Learning Theory)
Contributions: personal control (internal vs. external locus of control) (self fulfilling prophecy) |
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Virginia Satir
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Family Therapy. Styles of Communication (Poses)*Placater
*Blamer *Super-reasonable *Congruent Communicator |
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Stanley Schachter
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School: Cognitive
Contributions: 2-factor theory - you must experience arousal and interpret the situation to feel emotion |
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Martin Seligman
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School: Cognitive
Contributions: learned helplessness |
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Hans Selye
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School: No one in particular, physiological
Contributions: general adaption syndrome (how we respond to stress: alarm, resistance, and the exhaustion) |
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B. F. Skinner
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School: Behavioral
Contributions: Skinner box, Operant Conditioning Learning through reward and punishment |
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Charles Spearman
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School: Cognitive
Contributions: g-factor of intelligence concept of a coefficient of correlation |
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Robert Sternberg
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School: Social and Cognitive
Contributions: triarchic theory of intelligence (analytic, creative, and practical) and triangular theory of love (intimacy, passion, and commitment) |
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Lewis Terman
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School: Cognitive
Contributions: Standford - Binet |
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E. L. Thorndike
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School: Behavioral
Contributions: first to talk about operant conditioning, law of effect |
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L. L. Thurstone
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School: Cognitive
Contributions: 7 clusters of mental ability ---> used by Weschler to create WAIS and WISC |
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Edward Titchner
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School: Structuralism
Contributions: brought psychology to America |
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Lev Vygotsky
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School: Developmental
Contributions: looked at role of environment in intellectual development of children (zone of proximal development) |
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Karen Wandrei (James Karl)
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Person-In-Environment
Balance strength with problems |
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J. B. Watson
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School: Behavioral
Contributions: c Classical Conditioning and Lil Albert Stimulus generalization; Extinction; Counter conditioning |
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Max Wertheimer
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School: Gestalt
Contributions: creator of Gestalt psych. (whole is greater than the sum of its parts) |
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Benjamin Whorf
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School: Cognitive
Contributions: learn language through environment and language and thinking influence each other |
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Joseph Wolpe
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Counter Conditioning (Classical Theory)
Treat phobias |
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Wilhelm Wundt
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School: Structuralism
Contributions: 1st psychologist |
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Robert Zajonc
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School: Social
Contributions: social facilitation and mere exposure effect |
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Philip Zimbardo
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School: Social
Contributions: Stanford Prison Experiment and roleplaying |