Pub Date : 2019-05-16DOI: 10.1017/9781108290876.017
J. Butcher
{"title":"Personality","authors":"J. Butcher","doi":"10.1017/9781108290876.017","DOIUrl":"https://doi.org/10.1017/9781108290876.017","url":null,"abstract":"","PeriodicalId":414110,"journal":{"name":"The Cambridge Handbook of the Intellectual History of Psychology","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133397212","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-05-16DOI: 10.1017/9781108290876.018
P. Pietikainen
{"title":"Abnormal Psychology","authors":"P. Pietikainen","doi":"10.1017/9781108290876.018","DOIUrl":"https://doi.org/10.1017/9781108290876.018","url":null,"abstract":"","PeriodicalId":414110,"journal":{"name":"The Cambridge Handbook of the Intellectual History of Psychology","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134390071","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-05-16DOI: 10.1017/9781108290876.019
R. Buchanan, N. Haslam
{"title":"Psychotherapy","authors":"R. Buchanan, N. Haslam","doi":"10.1017/9781108290876.019","DOIUrl":"https://doi.org/10.1017/9781108290876.019","url":null,"abstract":"","PeriodicalId":414110,"journal":{"name":"The Cambridge Handbook of the Intellectual History of Psychology","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124970620","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-05-01DOI: 10.1017/9781108290876.002
J. Benjafield
These are questions the senior editor has asked of his classes at Cornell University and at Heidelberg University (Germany) the last several years. The students are among the best in their respective nations. Almost none of them recognize either name, much less what they contributed to psychology. That’s a shame, because contemporary memory research would look very different, and much the worse, were it not for the influences of Bower and Tulving. The names of earlier greats of the field – Clark Hull, Edwin Guthrie, Edward Tolman, George Kelly, Julian Rotter, Eleanor Gibson, even Edward Titchener (an early Cornell psychologist) – draw similar blank looks from Sternberg’s students. The students know neither who these great psychologists were nor, more importantly, what they contributed to the intellectual history of the field. The students know a few names from the past – Freud, Piaget, Skinner – but often have only rather vague ideas of what these thinkers proposed, as much of what they did is viewed today as “history.” The intellectual history of a field is the history of the ideas of a field and their origins in the thinkers who came up with the ideas and the contexts in which those thinkers worked. The reasons for studying the intellectual history of a field today are the same as they have always been. First, understanding the intellectual history of a field helps one understand why people think the way they do. Second, such understanding prevents one from “reinventing the wheel” – from merely reproposing old ideas and instead building on those ideas. How can students understand emotional memory or episodic memory without at least a passing acquaintance with the work of Tulving and Bower? Third, knowing intellectual history enables one to learn from mistakes of the past. Did we not learn a lot about experimental ethics from Stanley Milgram, or about studies getting out of control from Philip Zimbardo? Fourth, one may rediscover excellent ideas that have been lost. Fifth, knowing the intellectual history of a field is rewarding in its own right. It is truly fascinating, as almost anyone who gives it a chance discovers. Finally, understanding the intellectual history of a field helps us understand that, sooner or later, the work we do will itself belong to that history. As a historian of psychology, the second editor echoes these reasons for the value of the intellectual history of our very complex field. We think that as you
{"title":"Major Paradigms and Approaches in Psychology","authors":"J. Benjafield","doi":"10.1017/9781108290876.002","DOIUrl":"https://doi.org/10.1017/9781108290876.002","url":null,"abstract":"These are questions the senior editor has asked of his classes at Cornell University and at Heidelberg University (Germany) the last several years. The students are among the best in their respective nations. Almost none of them recognize either name, much less what they contributed to psychology. That’s a shame, because contemporary memory research would look very different, and much the worse, were it not for the influences of Bower and Tulving. The names of earlier greats of the field – Clark Hull, Edwin Guthrie, Edward Tolman, George Kelly, Julian Rotter, Eleanor Gibson, even Edward Titchener (an early Cornell psychologist) – draw similar blank looks from Sternberg’s students. The students know neither who these great psychologists were nor, more importantly, what they contributed to the intellectual history of the field. The students know a few names from the past – Freud, Piaget, Skinner – but often have only rather vague ideas of what these thinkers proposed, as much of what they did is viewed today as “history.” The intellectual history of a field is the history of the ideas of a field and their origins in the thinkers who came up with the ideas and the contexts in which those thinkers worked. The reasons for studying the intellectual history of a field today are the same as they have always been. First, understanding the intellectual history of a field helps one understand why people think the way they do. Second, such understanding prevents one from “reinventing the wheel” – from merely reproposing old ideas and instead building on those ideas. How can students understand emotional memory or episodic memory without at least a passing acquaintance with the work of Tulving and Bower? Third, knowing intellectual history enables one to learn from mistakes of the past. Did we not learn a lot about experimental ethics from Stanley Milgram, or about studies getting out of control from Philip Zimbardo? Fourth, one may rediscover excellent ideas that have been lost. Fifth, knowing the intellectual history of a field is rewarding in its own right. It is truly fascinating, as almost anyone who gives it a chance discovers. Finally, understanding the intellectual history of a field helps us understand that, sooner or later, the work we do will itself belong to that history. As a historian of psychology, the second editor echoes these reasons for the value of the intellectual history of our very complex field. We think that as you","PeriodicalId":414110,"journal":{"name":"The Cambridge Handbook of the Intellectual History of Psychology","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130174584","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-05-01DOI: 10.1017/9781108290876.005
L. Bartoshuk
a. Two people who are exposed to similar physical energies will receive similar "raw data" from the external world. b. Different people may perceive a stimulus in varying ways. c. There are certain common errors of perception, which we call illusions. d. For the most part, our perceptual systems allow us to navigate safely through a bewildering array of external stimuli. e. We are not equipped to detect or respond to all the physical energies that exist.
{"title":"Sensation and Perception","authors":"L. Bartoshuk","doi":"10.1017/9781108290876.005","DOIUrl":"https://doi.org/10.1017/9781108290876.005","url":null,"abstract":"a. Two people who are exposed to similar physical energies will receive similar \"raw data\" from the external world. b. Different people may perceive a stimulus in varying ways. c. There are certain common errors of perception, which we call illusions. d. For the most part, our perceptual systems allow us to navigate safely through a bewildering array of external stimuli. e. We are not equipped to detect or respond to all the physical energies that exist.","PeriodicalId":414110,"journal":{"name":"The Cambridge Handbook of the Intellectual History of Psychology","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130902978","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-05-01DOI: 10.1017/9781108290876.003
Daniel J. Denis, B. Young
{"title":"Methodology in Psychology","authors":"Daniel J. Denis, B. Young","doi":"10.1017/9781108290876.003","DOIUrl":"https://doi.org/10.1017/9781108290876.003","url":null,"abstract":"","PeriodicalId":414110,"journal":{"name":"The Cambridge Handbook of the Intellectual History of Psychology","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126766941","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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