Pioneers of psychology fifth edition pdf free download

He was later proven to be mistaken, but in the context of the available information during his time, this was a completely reasonable idea to propose. Moreover, it was a productive mistake that could be tested and later corrected.

Magnetism seemed to be another such force, and it was not unreasonable to specu- late about its possible influence on human beings. Histor- ical knowledge, therefore, enables us to more thoughtfully assess—and not dismiss—previous ideas simply based on what we know now. Because the same kinds of influences that have affected the development of psychology in the past operate today, this historical awareness can contribute to your ability to critically examine contemporary ideas and developments.

Psychol- ogists are still influenced by their individual, social, profes- sional, and political contexts. To the extent that these contexts are always changing, so does psychology. What appears abso- lutely true and taken-for-granted today may appear just as old or mistaken in the future, like animal magnetism does to us now.

So, to make informed choices about what to study, how to study it, and to be able to more thoughtfully evaluate current scientific claims, a historical, contextual overview of the dis- Figure I.

At its might seem like outlandish concepts today, but in their own time and place they were not best, this is what history can offer.

At its simplest level, reflexivity occurs when young children first recognize that the im- ages they see in a mirror are of themselves; at a higher level, it occurs when we think about our own thinking; and at its highest level it refers to the capacity for psychological theories to change the way we understand ourselves.

Early philosophers debated whether self-awareness was possible in the absence of prior experience or sensory stimulation; later, philosophers and psychologists pondered the difficulties of using their own minds to understand the mind itself. How is it possible, they asked, for the agent and object of study to be one and the same? How can the mind or consciousness become an object of study when that same mind is the tool with which we are studying it?

The history of psychology traces the different viewpoints involved in this conundrum, as well as the methods psychologists have devised to help them study the mind objectively. Some psychologists felt the inherent reflexivity of psychology made the objective study of the mind an impossible task. Others proposed, for example, that we conceptualize the mind as an information- processing machine and built models of how the mind takes in, processes, and then acts on information.

This leads to one further, and more complex, aspect of reflexivity: altering self-understanding. Because many psychologists propose theories about being human, and because humans are self-aware and can reflect on those theories, this reflection may, in fact, lead to changes in self-understanding. As mentioned, some psychol- ogists postulate that the brain resembles a highly complex computing machine. Others suggest that humans are essentially irrational, driven by unconscious motivations over which they have little control.

These models of human nature can begin to change how we think about ourselves and explain our own behavior. The various proposals about human nature put forth by psychologists provide a window on how people have thought about themselves and how these views have changed over time. We believe an excellent way to understand this process and its impact is through historical study.

Ever since the early development of psy- chology as a scientific discipline, psychologists themselves have been interested in writing and studying their own history, and students have been interested in learning about it.

One of the first American texts on the history of psychology ap- peared in Founders of Modern Psychology, by G. He included several figures who will become familiar to you in the upcoming pages, such as Hermann von Helmholtz, Gustav Fechner, and Wilhelm Wundt. Another early text was Edwin G. Boring, a student of E. Titchener see Chapter 5 , had a particular agenda when writing his historical account of psy- chology up to that time.

Was it sheer genius? Was it being in the right place at the right time? Boring spent a great deal of time trying to determine the relative influence of these factors, as well as how to define scientific eminence and how it could be achieved.

By all accounts, Boring was also insecure about his own rep- utation and accomplishments. His interest in eminence probably stemmed from personal as well as purely intellectual concerns. The intersection of the personal and the intellectual is one of the guiding themes of Pioneers of Psychology.

Clearly, the history of psychology has been of longstand- ing interest to psychologists themselves for a variety of reasons, and this is reflected in the journals, organizations, and academic programs psychologists began to develop in the s. In the United States, perhaps no one was more influential in establishing history as a recognized subfield of psychology than Robert I.

Having made this choice, Watson realized there was no organized community for sharing ideas and stimulating historical research. Therefore, in what was argu- ably his greatest contribution of all, he went about creating that community. One of these invitations went to Edwin G. Boring Figure I. Although it is unknown whether Boring attended, according to Watson about fifteen people turned up. In , the original group of fifteen had expanded enough to justify a new division of the APA devoted to history: Division Watson also founded a new journal, the Journal of the History of the Behav- ioral Sciences, and served as its first editor.

In he moved from his position at Northwestern University outside Chicago to an intriguing new post at the University of New Hampshire. There his job would be to build their graduate programs, including one devoted to specialized training in the history and the- ory of psychology. The s and s saw the institutional presence of the history of psychology solidified in Canada and Europe, and today there are communities of scholars all over the world who publish and meet in their own specialized journals and conferences.

Table I. Historiography is a collective term for the theory, history, methods, and assumptions of writing history. Actually, Freud scholarship varies widely, from celebratory to intensely critical. What other assumptions and methods do historians use to turn facts and events that occurred in the past into a historical narrative?

Some historians focus exclusively or primarily on the development of major ideas and their intellectual and disciplinary contexts, neglecting the social and political fac- tors that may have shaped them.

This distinction, which is almost never rigidly maintained, is referred to as internalism, focusing on internal factors, versus externalism, focusing on external factors. Most historians tend to write histories that strike a balance between the two positions, as we do in Pioneers. For exam- ple, although the development of humanistic psychology see Chapter 12 was tied to the intellectual critique that mainstream psychology focused almost ex- clusively on the negative aspects of being human, it also arose and took hold in a period immediately after the Nazi atrocities of World War II.

The ability of many to live through these atrocities, make meaning of them, and not only survive but flourish, also played a role in turning psychologists toward a new, positive per- spective.

As a result, humanistic and existential psychologies were not purely internal, intellectual developments, but were influenced by—and subsequently influenced—cultural developments as well. Some historians adopt a Great Man approach, in which history is told through the contributions of eminent people whose ideas have shaped the field similar to the celebratory approach mentioned above. Great Man histories often neglect the external factors that may have surrounded individual contributions, such as the networks of colleagues and peers in which so-called great men have worked, and the social, cultural, and political systems that may have influenced them.

The premise is that contributions arise from individuals who singlehandedly change the course of history. Some historians argue that neither one of these two approaches, by itself, is adequate to fully account for historical events.

In this book, we strike a balance between the internalist and externalist ap- proaches, and between the Great Man and Zeitgeist approaches, by presenting psychological ideas and applications in the contexts of the individual lives and times of those who originated them. We examine how the industrial psychologist Lillian Gilbreth see Chapter 15 developed her pioneering ideas about the nature and importance of efficiency in response to the rapid industrialization of American society and because of the demands she faced as the working mother of a dozen children.

We highlight the influence of the practical requirements of two World Wars on the emergence of testing, personnel selection, and other forms of applied psychology, and the personal pressures that led one couple, Leta and Harry Hollingworth, to take up applied work in large part because it paid well see Chapter These and many other examples of the creative interaction of personal, biographical, contextual, intellectual, and theoretical factors are more fully presented throughout the book.

Others, by contrast, adopt historicism, which attempts to recreate the past as it was actually experienced by predecessors, without distortion by foreknowledge of how things later worked out. Each approach has benefits and drawbacks, and some historians have adopted a position they call sophisticated presentism.

Young critiqued extant histories of psychology for being too presentist, repeating the same oft- told tales, and being concerned almost exclusively with great men, great ideas, and great dates.

New, critical histories tended to be more contextual and historicist than traditional histories, and practitioners of this approach used archival and pri- mary documents to check the accuracy of anecdotes and accounts that tended to pass from one textbook generation to the next. In many cases these stories proved to be oversimplified, misleading, or completely wrong—the result of what the historian of psychology Franz Samelson called the origin myth process.

In this process, history is selectively written to make it appear as though psychol- ogy has progressed triumphantly from one great discovery to the next, with little sense of the complexity, messiness, or controversy that might have occurred along the way.

Finally, the new history tended to be more inclusive of a greater diversity of historical actors, moving beyond the great men who were usually white as well as male to consider the contributions of those who had been marginalized in historical accounts, how they had been marginalized, and to what effects.

By highlighting how scientific theories about gender and race have at times uncrit- ically reflected social beliefs and assumptions, we hope to remind readers that these processes have also affected whose contributions to psychology have been deemed important and whose have not.

After considering these important issues, the historian of psychology faces a somewhat more practical, though no less difficult, question: When should I start my history? What he meant by his statement was that psychology as he practiced it—as an experimen- tally based scientific discipline worthy of having its own independent university departments—had begun only a few decades earlier in the mid-nineteenth cen- tury.

Therefore, it had a short history. Or are psychological categories so dependent upon social context and changing consensual understandings that rather than being timeless cate- gories, they are inherently social and historical ones? For example, when Alfred Binet developed his early intelligence scales see Chapter 13 , was he measur- ing something Plato and Aristotle might also have recognized as intelligence, or would the very concept have meant something different in their time and place?

Even the word psychology has a history. Disagreements over these matters comprise what is known as the continuity-discontinuity debate. Others, like IQ intelligence quotient , have no identifiable ancient precursors. Concepts such as emotions and personality are fairly modern and have acquired specific contemporary meanings, but have identifiable precursors in terms like the passions and character. The questions may now be phrased somewhat differently and investigated via different methods, but they nonetheless reflect enduring preoccupations with some of the most central aspects of human experience, behavior, and life.

What relative roles do innate factors and biology, versus environment and experience, play in determining who we are?

Can consciousness be explained solely in mechanistic and materialist terms, and if not, what alternative modes of explanation are appropriate? How do evolutionary processes shape our psychological makeup and interpersonal behavior? What are the psychological similarities and differences between humans and animals? How do human beings interact with and influence one another? What are the key components of psychological health? What is the nature of intelligence?

There are ongoing debates about the pros and cons of all these historiographic approaches and methodological choices, and each one may serve its own particu- lar purpose. It is important to be aware, however, that historians make many deci- sions and assumptions about studying the past that influence what the resulting history will look like, from whose vantage point it is written, and for what aims. Deciding Who to Include One of the most important decisions a historian faces, especially in a book that explores psychological ideas through the lives and times of the people who devel- oped them, is who to include and why.

Until fairly recently, the field of academic history was dominated by white men who tended to write histories that largely involved others like them, resulting in numerous military, political, and economic histories and biographies of great white men.

Until the s, most histories of science reflected these same gendered and racialized dynamics. In societies dominated by white men, it was often their contributions that fell into this category, as they usually had access to resources and controlled who participated in the formal institutions of science and who did not. The participation of women in the formal institutions of scientific scholarship and research in seventeenth-century Europe was completely or substantially lim- ited.

European universities, with few exceptions, were generally closed to women until the end of the nineteenth century. The female intellectual influence was most often indirect or supporting in nature, and took place only through membership in an aristocratic or otherwise highly privileged social class.

The exclusion of women from scientific training and activity accelerated with the founding of the major European academies of science in the seventeenth cen- tury. Although some women had participated actively and meritoriously in the informal scientific circles and intellectual salons that were the forerunners of these academies, they were explicitly excluded once the academies were formalized.

Even after psychology was established as an academic discipline in the late s, the suitability of higher education for women was questioned by many laypeople, scientists, and professionals alike. Aspects of Darwinian and Freudian theory were often invoked to rational- ize this position, as we describe in our book. Nevertheless, women were able to achieve doctoral-level training in psychology at some institutions, starting at the inception of the field Figure I.

Women began to be admitted years awarded their Ph. Calkins see Chapter 8 in the United States, made empirical and theoretical contributions that were influential in their own times.

They were in the minority, however, and psychology remained a heavily male- dominated discipline until the gender composition began to shift during the s. As the field of psychology matured over the course of the twentieth century and the restrictions on female participation decreased, women took on increas- ingly prominent roles in the discipline. As part of the general turn toward more inclusive histories of psychology, in African American psychologist Robert Val Guthrie wrote the first his- tory of black psychology in the United States.

He drew attention not only to African American pioneers who were absent from traditional histories, but also exposed the racist practices of white psychologists and the counter-narratives provided by black psychologists. We make use of these important resources throughout Pioneers.

Psychology vs. Psychologies Over the course of the twentieth century, psychology grew from being a rela- tively minor academic discipline into one of the largest and most popular of all college and university subjects. In addition, psychology has proliferated into an extraordinarily diverse collection of loosely sometimes very loosely interrelated subdisciplines.

This has caused many to ask: Exactly what is psychology? Each subdiscipline has attracted a significant number of specialists and has by now accumulated a substantial historical record of its own. Until fairly recently, textbooks have focused more on the history of experimental and theoretical psychology, leaving out applied psychology or exploring it only briefly.

This has changed, and our book includes two chapters on pioneers who applied psychology to society in the form of testing, assess- ment, psychotherapy, personnel selection, consumer psychology, and human factors psychology, among other applied areas. Historians of psychology also grapple with the fact that psychology looks very different in different parts of the world.

There is growing attention among historians to the ways in which the specific geographic and political contexts of psychology have shaped its forms and functions, and American psychology is no exception. For example, behaviorism—both theoretical and applied—was embraced more enthusiastically in the United States than in any other part of the world, in response to intellectual and social factors.

During the first few decades of the twentieth century, behaviorism fit the needs of an industrial- izing, urbanizing society looking to scientific psychology for practical guid- ance. Intelligence testing is another example. Although one of the pioneers of the modern IQ test, Alfred Binet, was French, mass intelligence testing never took off in France the way it did in the U.

These examples represent indigenization, the process whereby local or national contexts affect the development of psychology, including how ideas from elsewhere are imported and changed in response to local conditions. In this book, we focus on the history of many of the main themes in psycho- logical thought as they unfolded through the contributions of pioneers from Europe and the United States, with a few exceptions from outside these regions.

These themes—such as the nature of consciousness, what constitutes psycho- logical health or illness, or how we define and measure intelligence—have recurred elsewhere. We have chosen to present the major theories, questions, and applications of psychology through often-detailed analyses of the lives and times of its major contributors. Understanding indi- vidual lives-in-context can yield insights about how and why certain psycho- logical ideas took the forms they did, in the times they did.

Our approach originated many years ago when we became particularly interested in the work of three individuals: Sigmund Freud, Francis Galton, and B. We discovered that each of these men left behind not only the pub- lished works that had made him famous, but also treasure troves of originally un- published material: letters, notebooks and unfinished drafts, news clippings and photographs, informal reminiscences from friends and colleagues, and countless other items that provided the back stories and rich textures of their professional lives.

Like many historians and biographers before us, we got hooked on this kind of material. It revealed our eminent subjects not as Olympian figures who proclaimed their theories from exalted positions, but rather as flesh and blood human beings who grappled with real problems and uncertainties, while doing their best to understand complicated psychological issues in their own times and places.

Factors from their personal lives interacted with their scientific work, causing it to veer in one direction or another. We also came to appreciate that the ideas and contributions of the pioneers of psychology were affected not only by their personal contexts, but also by the times and places in which they worked. For example, in the case of Descartes, the religious beliefs and systems of seventeenth-century France influenced his thinking and the reception of his ideas.

We have also been influenced by the historiography on women and gender in psychology, and have provided greater coverage of women pioneers than in previous editions of the book. Women in psychology not only faced institutional discrimination for many decades; they also had to confront psychological the- ories that reinforced sexist assumptions about male-female differences.

There- fore, we pay attention where appropriate to the role psychology has played in both formulating these theories and, in some cases, debunking them e. Psychologists have also been influenced by, and contributed to, beliefs about race differences. We discuss the involvement of psychologists in these beliefs in several chapters as well. While our approach has many advantages, the fact that it requires more in-depth treatment of individuals than usually seen in history textbooks has influenced our choices.

Our decisions were based on three criteria. First and most obviously, each pioneer had to be important to the development of psy- chological thought or its application. Second, we had to have enough available biographical information to provide the basis for a compelling story. Third, when considered collectively, the con- tributions of our selected pioneers had to constitute a representative sampling of the full range of psychological theorizing and application.

The result is a cast of characters you should find engaging—not only because they made important contributions to psychology, but because their curiosity about the human condition is itself an inspiring aspect of being human. We hope you share this curiosity. Chapter Review Summary History is relevant to the study of psychology because it Great Man or Zeitgeist approach. In recent years the rigid can provide a perspective on how the diverse ideas, theo- distinctions between these approaches have been broken ries, methods, and facts of psychology have developed in down.

A historical emphasize the importance of consulting archival and other understanding enables a critical assessment of why pre- primary sources; debunking origin myths; providing histor- vious ideas that are now discredited may have appeared icist, contextual analysis; and including a greater diver- legitimate in their own time.

In turn, this same critical sity of historical actors. Given the reflexive nature of psychology as psychological concepts have developed continuously over humans, psychologists are both the agents and the objects time, or whether more contemporary concepts like IQ are of study; psychological study changes how humans think discontinuous, or qualitatively different, from any previous about themselves , the study of how self-understanding concepts. The contextual: it presents the development of ideas and prac- intimate relationship between psychology and history can tices through an examination of individual lives in context.

Studying the individual lives of psychological thinkers Several historiographic issues and assumptions affect yields insights about psychology itself, reflecting the fact the presentation of the history of psychology. History that the pioneers and their ideas are indelibly influenced can be written from an internalist or externalist perspec- by the times and places in which they live, and the experi- tive, from a presentist or historicist viewpoint, and using a ences they have.

Key Terms reflexivity, p. Discussion Questions and Topics 1. Give at least three compelling reasons why understanding the history of psychology is relevant to you as a psychology student. Define historiography, and give several examples of the decisions historians have to make when planning how to write a history of psychology.

What is the difference between historicism and presentism? Why or why not? Imagine you are a historian working years from now and you want to write a his- tory of early twenty-first-century psychology. What are some of your challenges? What approach will you take? What will you include and why? A sophisticated presentation of the continuity-discontinuity debate is provided by Roger H.

For a specific discussion of indigenization, see Wade E. W hile still in his late teens, the future philosopher Plato ca. Coming from a wealthy aristocratic family and being a prominent citizen of the democratic city-state of Athens, he had a wide choice of private teachers to guide his development.

Most young men of his class chose to study with one of a group of highly re- garded teachers called sophists. As strong supporters of Athenian democracy, a relatively new form of government that extended equal voting rights to all of its citizens, the sophists specialized in teaching the skills of rhetoric and public speaking that would enable their students to express and promote their political and social views most effectively.

One famous sophist, a colorful figure named Gorgias, boasted that he could persuade people to adopt any opinion on any subject, even if he himself knew little or nothing about it.

Throughout the text, the authors show how Psychology and psychologists are embedded in cultures that indelibly shape how the discipline is defined and practiced, the kind of knowledge it creates, and how this knowledge is received.

The text also moves beyond an exclusive focus on the development of North American and European psychologies to explore the development of psychologies in other indigenous contexts, especially from the midth-century onward.

Captures the excitement of this pervasive field that features prevalently in modern mass mediaPresents facts and interesting tidbits about individual psychologists' lives and ideas, as well as illuminating tie-in's to the social contexts in which they livedFeatures widely known figures such as William James, Carl Jung, Wilhelm Wundt, G. Titchener, Mary Calkins, Leta Hollingworth, Kenneth and Mamie Clark, and Helen Thompson WolleyProvides the historical and disciplinary context that will help readers to better understand the richness and complexity of contemporary psychologyIncludes discussions of important events, societies, and landmarks in the history of psychology such as the growth of psychological laboratories in the US, the Thayer Conference the landmark summit which defined school psychology , Kurt Lewin's social action research, and Lewis M.

Terman and the Stanford Revision of the Binet-Simon Scale now the well known, Stanford-Binet Intelligence Scale Test Bank for instructors with identification, multiple-choice, matching, and essay questions written by Ludy Benjamin available at www.

Captures the excitement of this pervasive field that features prevalently in modern mass media Presents facts and interesting tidbits about individual psychologists' lives and ideas, as well as illuminating tie-in's to the social contexts in which they lived Features widely known figures such as William James, Carl Jung, Wilhelm Wundt, G.

Titchener, Mary Calkins, Leta Hollingworth, Kenneth and Mamie Clark, and Helen Thompson Wolley Provides the historical and disciplinary context that will help readers to better understand the richness and complexity of contemporary psychology Includes discussions of important events, societies, and landmarks in the history of psychology such as the growth of psychological laboratories in the US, the Thayer Conference the landmark summit which defined school psychology , Kurt Lewin's social action research, and Lewis M.

Terman and the Stanford Revision of the Binet-Simon Scale now the well known, "Stanford-Binet Intelligence Scale" Test Bank for instructors with identification, multiple-choice, matching, and essay questions written by Ludy Benjamin available at www. Virtually all of the testable terms, concepts, persons, places, and events from the textbook are included. Cram Just the FACTS studyguides give all of the outlines, highlights, notes, and quizzes for your textbook with optional online comprehensive practice tests.

Only Cram is Textbook Specific. Accompanys: In Kierkegaard's historical context, psychology was challenged from both scientific and philosophical perspectives. Kierkegaard considered psychology a core discipline central to his understanding of metaphysics as well as theology. The first part examines Kierkegaard and experimental psychology, focusing on Kierkegaard's work explicitly referring to psychology. The second part considers psychology in terms of the German Enlightenment, including Kant's rejection of psychology as a science.

Join over Focusing on modern psychology, the text's coverage begins with the late 19th century. The authors personalize the history of psychology not only by using biographical information on influential theorists, but also by showing how the major events in the theorists' lives affected their ideas, approaches, and methods.

Substantial updates in the eleventh edition include discussions of the latest developments in positive psychology; the increasing role of brain science in psychology; the return of Freud's anal personality; Ada Lovelace, the virgin Bride of Science; the interpretation of dreams by computers; the use of Coca Cola as a nerve tonic, and many other topics. The result is a text that is as timely and relevant today as it was when it was first introduced.

Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version. The authors personalize the history of psychology not only by using biographical information on influential theorists,. A History of Modern Psychology, 3rd Edition discusses the development and decline of schools of thought in modern psychology.

The book presents the continuing refinement of the tools, techniques, and methods of psychology in order to achieve increased precision and objectivity. Chapters focus on relevant topics such as the role. A fresh look at the history of psychology placed in its social, political, and cultural contexts A History of Modern Psychology in Context presents the history of modern psychology in the richness of its many contexts.

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