History of Psychology最新文献

This article presents the oldest theory of the striving for power in European psychology; it was created in the philosophical-psychological Lvov-Warsaw School which itself derived from the thinking of F. Brentano. Despite humanistic inspirations, the theory represents a biological position close to the evolutionary tradition. The core of the theory of striving for power is the concept of ambition, taken from Greek philosophy (Plato and Aristotle). It offers an original classification of interpersonal relationships in the light of the universal striving (common to all people) for a sense of power/strength. It also provides an original interpretation of religious and aesthetic experience. Despite them being similar, the theory was created several years before Alfred Adler's concept of striving for a sense of power. It emphasizes the aspect of competition and social comparisons more strongly than Adler but connects them closely with the ideas of value and ambition. Regardless of the passage of time, its potential still seems significant, primarily as a counterweight-or at least a complement-to contemporary theories of power because it also identifies power as personal growth and self-transcendence. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

This article investigates the development of social psychology post-World War II through the lens of the Committee on Transnational Social Psychology, established in 1963 under the American Social Science Research Council (SSRC) and led by American psychologist Leon Festinger. Initially envisioned as a vehicle for globalizing U.S. experimental social psychology, the Committee aimed to create research hubs worldwide with similarly trained psychologists. However, Festinger's growing dissatisfaction with the Committee's trajectory around 1970 underscores significant challenges to its original objectives. Based on a close reading of archival files and documents from the SSRC and related sources, this article explores these challenges and questions overly simplistic "imperial" interpretations of U.S. philanthropic research funding. It argues that the SSRC's influence, particularly its emphasis on intellectual and personal diversity, played a crucial role in counteracting any straightforward "Americanization." Facilitating the assimilation of different intellectual traditions, European key figures, such as Moscovici, benefited from the SSRC's support and influence, which helped them to gain prominence and shape the Committee's direction. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Liberation is a multifaceted concept, often intertwined with psychological processes such as freedom from oppression and the ability to think and act freely. Historically, Western social psychologists have favored the individualistic notion of freedom over the collective effort of liberation. This divergence has led to the separation of the histories of liberation struggles and psychology, including feminism. This article explores distinct historical trajectories in Turkey and highlights the divisive dynamics within feminist movements, particularly the erasure of ethnic minority women by state feminists in postdynastic Turkey. Furthermore, the Westernization and the Americanization of psychology have positioned the field as a neutral, value-free science, effectively silencing indigenous feminist perspectives and encouraging overreliance on adapting gender-based scales to Turkish. Despite this, a nascent history of feminist psychology in Turkey exists, which challenges homogenization and standardization, advocating for a conceptualization of freedom beyond individualism. Finally, an agenda for liberating social psychology is proposed through challenging tattered binaries of "East" and "West" or "secular" or "conservative" and promoting a collective and intersectional approach to psychological research and practice. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

This brief communication commemorates the 100th anniversary of the birth of Reynaldo Alarcón Napurí and briefly reviews his contributions to the history of psychology in Peru and Latin America. Alarcón academic career spanned over seven decades and encompassed multiple research interests, one of which was the history of psychology. It is concluded that his historiographical work, as a whole, marked a significant milestone that has served as a reference point for delving into various aspects of the history of Peruvian psychology as both a science and a profession. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Legal evaluation of criminal responsibility has a long and controversial history that has trended toward greater considerations of defendants' intelligence and other psychological factors. The authors examine a 1928 criminal case that illustrates legal intelligence assessments and expert psychological testimony related to the insanity defense in the United States at that time. James Deacons, a 15-year-old with a cognitive disability, provided multiple coerced and contaminated confessions to homicide and sexual assault. The judge then sought mental health and intelligence assessments of Deacons to evaluate the potential for an insanity defense or other consideration of Deacons' intelligence that could lead to treatment rather than prison. The authors review the biography of the experienced intelligence assessor, Eugene C. Rowe. The authors consider Rowe's preassessment biases, including eugenic biases and other proguilt biases, before examining Rowe's multiple violations of protocol. These violations inflated Deacons' intelligence test score and eliminated legal consideration of Deacons' intelligence; Deacons then pleaded guilty. The authors contrast the evaluation of Deacons with H. H. Goddard's (1914) evaluation of Jean Gianini, including distinct outcomes. The authors connect this case to the larger histories of the insanity defense, expert testimony by psychologists, and perceptions of people with low intelligence. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Bärbel Inhelder's name is almost inseparable from that of Jean Piaget. She has contributed largely to the Genevan school of psychology, and particularly to its only tome on adolescence, The Growth of Logical Thinking. What is less well-known is that the protocols used in that text came directly from Inhelder's personal research project on inductive reasoning. As well as working with Piaget, Inhelder actively pursued her own research interests, that is, the development of experimental methods in adolescents, aiming at publishing her own volume on the topic. However, that book-Inhelder's unfinished symphony-was rediscovered as a manuscript after her death and has never appeared. The search for documents to contextualize this omission inevitably focuses on Inhelder's working conditions and the social context in Geneva during that period and proposes some possible explanations for the missing publication. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Sigmund Freud's pioneering early work on individuated nerve cells, later termed "neurons," has long been recognized by the history of psychology. Yet, relatively little has been written about the influence of Freud's then mentor, Theodor Meynert, on Freud's 1884-1885 neuroanatomical research, or the monumental conceptual shift embodied in the project itself. Focusing on Freud's 1884 "Die Struktur der Elemente des Nervensytems" (The Structure of the Elements of the Nervous System) as his first true effort to describe individuated nerve cells, this article identifies Meynert as highly influential on Freud's turn to representative schema, further suggesting that Freud's brief foray in clinical neurology at Meynert's clinic aligns with Freud's move from the laboratory to the mind. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

We have tried to retrace the contributions and dissemination of the work of the famous British psychologist F. C. Bartlett through various authors who have been inspired by his work, to a greater or lesser extent. To investigate these questions, we have chosen to carry out a bibliometric work. We were interested in the scientific articles available via the electronic library services (offered by the university and via Google Scholar). The only criterion that guided us in the inclusion in the corpus was the explicit nominative reference to Frederic Charles Bartlett on the whole article. The corpus collected (n = 731) concerns a period of almost a century (1920-2019). The results reveal two periods of increased publication, in 1985 (n = 20) and 2019 (n = 137). Nevertheless, while the name of the author is increasingly cited, most of the time it is only once in the body of the articles. A form of scientific automatism manifests itself in the form of a brief, systematic and automatic citation of the first edition of only one of his books. This "mystified" usage may well extend beyond this author, since Lewin is subject to the same stereotypical quotations and paradoxical marginalization in French-language social psychology textbooks (Pétard et al., 2001). (PsycInfo Database Record (c) 2024 APA, all rights reserved).

The problems addressed in this article are the transition from the Piagetian clinical method to the so-called critical method, that is, the use of objects manipulated by both the experimenter and the child, and the study of the role of Piaget's female collaborators--in particular Alina Szeminska and Bärbel Inhelder--in the establishment of the critical method. Several authors suggested that Inhelder was behind certain Piagetian experimental devices and the critical method. To evaluate this thesis, we used segment analysis, dealing with the isolable, relevant, and necessary parts of an experiment. Intensive research into Piaget's research data and publications from the 1920s, compared with the early publications of Szeminska and Inhelder, showed that it was Piaget who, as early as 1922, made the transition from the clinical to the critical method and invented a number of experimental setups, including those attributed to Inhelder. On the other hand, Szeminska appeared as the creator of her experimental design. To interpret this situation, we used the concept of research culture and the focus shifted from priority issues to methodological and social practices: Piaget's students had to appropriate his research culture, a "system of methods" in a dynamic relationship. This enabled their inclusion into his research programs by learning to create new devices and thus become autonomous disciples. Piaget adopted a strategy of generosity, making available to his students research directions that he had already dealt with, on which they specialized and which he had given priority, thus helping them in their careers. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Dr. Katherine Blackford's writings on physiognomy-based character analysis were popular in the business community during the period roughly from 1914 to 1925. I document the rise of the Blackford System of character analysis and discuss how she gained influence in the business community. I outline how industrial psychologists collected data to disprove her theories and I argue that those efforts that attempted to delineate evidence-based practice from her methods were some of the first efforts to show that science mattered in the workplace. In addition, Blackford's media savviness taught applied psychologists that to have an impact across a broader audience, they needed to better market themselves. Although industrial psychologists succeeded in discrediting Blackford's system, I argue that her work exerted significant influence on the methodology and practice of early industrial psychology. (PsycInfo Database Record (c) 2024 APA, all rights reserved).