History of Psychology最新文献

In this article, the author offers his reflections on being elected Fellow of the American Psychological Association as an historian of psychology. The author didn't start out as an historian. His bachelor and doctorate are both in psychology. But he did also certainly choose to leave psychology, then to return with a different perspective. So this election feels like an affirmation of that decision, and an endorsement of the scholarship that resulted: his service to science by other means, after he was himself "revised and resubmitted." Nearly two decades after his original departure from experimental psychology, the author has decided that "science" is the set of tested- and defended boundaries of what we think we know, which move as they're renegotiated. In other words, science is the shared collection and discussion of what has been accepted to be the case (as well as the process of careful revision). But it's also then the history of science that provides evidence to answer the philosophical "demarcation problem," not science itself. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Arthur R. Jensen (1923-2012) defended the idea that racial differences in intelligence were biologically based. He based his ideas on what he claimed were sound population genetics and evolutionary biology. Viewing his work through the lenses of those disciplines reveals that his arguments for biological racial differences did not meet the minimum evidentiary requirements needed to show that socially defined races were genetic populations. His evidence was from 19th-century race science and the race science of the Nazi regime. His reliance on such evidence supported Jensen's fears that the country was in danger of collapse because of dysgenic breeding by those of low intelligence. Jensen's well-known associations with scientific racists were not incidental to his scientific work, but central because he cited their work throughout his career. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

One of the most important successes in the history of psychology in Chile was the foundation in 1908 of the first experimental psychology laboratory in Santiago by the German psychologist Wilhelm Mann (1974-1943). Four years later, Mann give a shift to his classical experimental psychology research to intervene in the discussions about German School Reform (1900-1920). Mann used Chile as a "testing ground" for explore the viability of student self-government published in three papers. The method used to verify the early impact of Mann's papers was the quantitative analysis of citations with Publish or Perish software using a Google Books database and Scripta Paedagogica. The reception of Mann's texts was analyzed using the context of citation and the functions and use of those citations. The three unknow Mann's papers about Student Self-Government published in 1913 and his citations. The results shows that Mann's critics and recommendations published in one of his papers was the fourth more citated in a database of 16 foundational German works of to self-student government. Finally, this Mann's article was cited and used in an ideological way to argue in favor of reactionary and conservative opinions of school democratization in German Empire teacher circles. Mann's diagnosis and critical suggestions was recognized by prominent German philosophers and pedagogues. Precisely Mann criticized the Student Republics as the only way to stimulate the student self-government for their artificial character and especially for the loss of students' psychological individuality. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Italian academic psychology found its first location in the Anthropological Museum of the Faculty of Natural Sciences at the University of Rome, where in 1890 a Laboratory of Experimental Psychology was established. In 1905, the first three Chairs of Experimental Psychology at the Universities of Turin, Rome, and Naples were created. These were followed in the subsequent years by others, until 1930, in other academic institutions. After many years and a long period of crisis linked to the fascist regime, only after the World War II (WWII), with the rebirth of the country, did psychology gradually rebuild its status as a scientific discipline. Within this framework of the renewal of society and university studies, in 1971, two degree courses were instituted in Rome and Padua. Based on research in central and local academic archives and on an analysis of the secondary literature, the gestation phase of the 4-year degree course in Psychology, the progressive establishment of the Psychology Departments, and the 5-year reform of the courses up to the birth of the first Faculty of Psychology at an Italian university are reconstructed. The aim of this article is to propose a well-founded discontinuist historiographical reading of the process of sedimentation of psychological experimentation that, after being born in the Faculty of Sciences and later transferring to the Faculty of Medicine and Surgery, also led to important developments in the Faculty of Education, with the recognition of an autonomous academic space of scientific discipline with a degree course, departments and finally the Faculty of Psychology. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Anatol Rapoport's decision to leave the University of Michigan-Ann Arbor has sometimes been portrayed as an act of protest against United States involvement in the Vietnam War. However, he personally viewed this decision as an "escape from responsibility" (Rapoport, 2000, pp. 145-147). This article reviews his writings before his departure to better understand why he decided to leave. Though he came to see political organization and civil dissidence as the only effective means of opposition, his writings reveal that at one point he felt optimism about a particular form of activism rooted in his scientist role. However, as demonstrated by his debates with the "strategist" community, the limits of the antiwar teach-in movement and the results of the AAAS survey on science and values, his attempts to renegotiate the boundaries between "scientific deterrence" and "moral pacifism" seemingly struggled to overcome the constraints of professional academic discourse. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

In 1878, Sigmund Freud produced his first scientific publication while a medical student in Vienna, a physiological and histological analysis of Szymon Syrski's claim to have discovered the long-sought testes of the European eel. Though he would eventually come to be known as the father of psychoanalysis, a closer look at Freud's earliest scientific publication demonstrates that he was initially positioned on the cutting edge of neo-mechanistic physiology, and academic Darwinism. Not only was the young Freud a methodologically capable physiologist, he was conceptually grounded by the anti-Lamarckian and anti-Haeckelian Darwinism of his first mentor, Carl Claus. Scholarship on Freud's life and ideas is copious and far-reaching, and yet the stature of his psychoanalytic legacy remains a significant barrier for reappraisals of his early foundations. By analyzing his first publication and the context in which it came to be, this article seeks to revisit the place of Darwin in Freud's earliest scientific work. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

This article presents a contextualization and revaluation of competing narratives concerning the history of psychology in Nazi Germany. Since the 1980s, this debate revolves around the supposed "professionalization" of the discipline from Hitler's rise to power until the end of World War II. The question whether or not academic psychology has profited from collaborating with the Nazi regime during the war is not just of historical interest, but also carries strong political and moral implications. Recently, the established narrative concerning the professionalization of German psychology under National Socialism was called into question by Wolfgang Schönpflug. According to his argumentation, psychology did not benefit from the war, but had to suffer considerable losses on terms of personnel and quality in teaching and research. After reconstructing the historical context and the political implications of the debate, we propose to take a different perspective on the question of "professionalization." Three case examples of psychologists from Austria whose career advanced significantly during the war are provided to shed light on the multitude of opportunities that emerged for those who offered their psychological expertise during the war. In conclusion, it is argued that professionalization should be understood as a theoretical framework that stimulates further historical research on a local level, not as a dogmatic judgment about the state of the discipline as a whole. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

After Rome became the capital of Italy in 1871, prestigious scientists arrived at the University of Rome. One of these scholars was the pedagogical philosopher Luigi Credaro (1860-1939). He was one of the rare Italian students of Wilhelm Wundt (1832-1920) when he went to Leipzig and attended the Institute for Experimental Psychology in the academic year 1887-1888. There he also followed the pedagogical seminars and considered the usefulness of establishing sections of practical pedagogy in Italian magisterium schools, which were teacher-training institutions. In 1904, he founded in Rome the Scuola Pedagogica (Pedagogical School). Through the school, Credaro proposed the concept of a scientific pedagogy based on the application of the results of experimental sciences in the educational field. We can suppose that this approach influenced the first generation of Italian scholars interested in experimental psychology in Rome, in particular Sante De Sanctis (1862-1935) and Maria Montessori (1870-1952). The article thus considers the hypothesis of the formation of a so-called Roman school of psychology, which created in the field of pedagogy a ground on which to develop its research and applications. It should be noted that Credaro devoted himself to the potential applications of experimental psychology in the context of the modernization of the liberal states of the 20th century. Specifically, scientific pedagogy constituted a field of application and development for Roman psychology. At the end, the foundation of psychology in Rome was influenced by a particular version of the Wundtian psychology promoted by his pupil Credaro. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

This short research report focuses on psychologist Leon Kamin, who is best known for his research on what became known as the Kamin (blocking) effect. In the 1970s and 1980s he became prominent both inside and outside of psychology, not for laboratory research but for his writings on the heritability of intelligence. Kamin was no stranger to political activism. He joined the Communist Party U.S.A. at age 17, when he was a sophomore at Harvard. By 1949, he was writing for the Daily Worker (pen name: Leo Soft) and was employed as its New England editor in 1949-1950. In January 1954, Kamin was called to testify by Joseph McCarthy's anti-Communist Senate subcommittee, which was visiting Boston and justified its interest in Harvard by citing its winning research grants from the U.S. Department of Defense. Kamin refused to "name names" and he was indicted for contempt of the Senate. (PsycInfo Database Record (c) 2022 APA, all rights reserved).