History of Psychology最新文献

Il problema dell'inconscio nella psicologia moderna [The problem of the unconscious in modern psychology], published in 1942, was the first of Jung's books translated into Italian. The original German title was Seelenprobleme der Gegenwart [Soul's problems of the future], a collection of previously-issued short essays. The present paper reconstructs the story of how the book was chosen and eventually published, describing the historical and personal context surrounding the protagonists (translators and publisher) of the volume. The political and cultural situation of the time in Italy is presented: the country was dominated by Catholic culture and Idealism, both obstacles to the spread of psychology. The condition of Italy is compared with that of Germany with respect to the possibility of Freud's and Jung's ideas circulating. Then the paper describes the specific context in which Giovanni Bollea, who had the idea of translating Jung's book in Italy, worked. The role of Bollea's wife, Renata Jesi, is also highlighted. Bollea's relationship with the Einaudi publishing house and with Jung is also explained. Finally, an attempt is made to show the relevance of this episode in the history of Italian culture and its consequences. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Carl Rogers' work in clinical psychology and psychotherapy has been as influential as it is vast and varied. However, as a topic of historical inquiry Rogers' approach to clinical psychology is beset by historiographical lacunae. Especially vague have been Rogers' own reflections about his student years (1925-1928) at Columbia University's Teachers College. Rogers claimed that he received the "backdrop" for the development of his approach to psychotherapy at the College. However, most historical literature has overlooked Rogers' early years by focusing on his later work. This article aims to shed light on Rogers' initial academic education by delving into his backdrop idea. I explore Rogers' early years at Columbia by using his retroactive appraisals as a conduit for reconstructing his first formal institutional context-Columbia's highly active but short-lived psycho-educational clinic. By drawing on several archival sources and unpublished materials, I will argue that the College's intellectual and institutional climate fostered Rogers' appreciation of experiential and cognitive learning while stimulating his intellectual independence as a clinical psychologist. The clinic put him in contact with real children, trained him in psychological tests, offered concrete professional role models, and pointed him toward his lifelong concern with human individuality. This contextual reading of Rogers' education allows for a deeper, more informed understanding of both his academic origins and his immediate intellectual context amid American clinical psychology during the interwar years. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

A frequently recounted narrative about the history of the scientific study of emotion moves quickly from the 19th century pioneers, Charles Darwin and William James, to the 1960s when the cognitive turn and basic emotions approach reemerged. The early-to-mid 20th century is often passed over as a period of behaviorist domination where little substantive work on inner states such as emotion took place. While the neurological theories of James Papez and Paul MacLean proposed during this period are usually mentioned, psychological experimentation and theorizing are typically given short shrift when discussing this era. Reconsideration of the life and work of Elizabeth Duffy (1904-1970), a trenchant critic of the use of emotion as a scientific term during the 1930s and 1940s, reveals that many contemporary debates about the definition of emotion and its relationship to other psychological terms were engaged with vigor during this supposedly arid period for the scientific study of emotion. Duffy questioned the adequacy of everyday language for describing foundational psychological constructs. In her opinion, the term emotion was too imprecise and poorly defined to be of use for scientific purposes The professional difficulties faced by female scientists of her generation are among the multiplicity of factors that contribute to the lack of historical attention to Duffy's work. Here we present Duffy's life and work as a case study of the "emotionology" of second-generation American women psychologists. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

The psychologist Isabelle Kendig had two careers before earning her doctorate and rising to the position of chief psychologist at St. Elizabeths Hospital in Washington, DC. She began as a eugenic field worker in 1912, focusing on Shutesbury, Massachusetts, where she administered intelligence tests to the locals, collected gossip about their character, and created genealogical charts. When she presented her research to Charles Davenport and other social scientists concerned with social defect, Kendig dissented from eugenics orthodoxy. She was shunned by Davenport, who, in turn, falsified her findings to fit his beliefs. She was then hired by Massachusetts and New Hampshire to survey intellectual disability in each state. Following her work in eugenics, Kendig was briefly a leading figure in feminist and antimilitarist campaigns, including the National Women's Party and the 1924 presidential campaign of Senator Robert La Follette. In 1933, she earned a PhD in clinical psychology from Radcliffe and went on to help guide the field's post-WWII expansion. True to her feminist ideals and with the help of her husband, she juggled marriage, her three careers, and the parenting of four children. She thus serves as a noteworthy member of the second generation of women in psychology in the United States. Using unpublished correspondence between Kendig, her parents, and her future husband, this article offers a rare glimpse of a young feminist struggling to build a career and a life unconstrained by patriarchal norms. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

This article considers the double role of child prodigies as child stars and psychological subjects in Paris in the Belle Époque. I argue that the celebrity status of child prodigies during this time contributed to their transformation into objects of scientific curiosity. The notions of innate talent and natural-born genius contributed heavily to stories of child prodigies within the public sphere; these stories also circulated in psychological accounts of such children. To illustrate this, I examine the case of Pepito Arriola, the so-called Spanish Mozart, in more detail. This musical prodigy toured Europe and America during the early 20th century, and when he was 3- and one-half years old, Charles Richet presented him at the Fourth International Psychology Congress (1900) in Paris. Arriola became the first virtuoso to be submitted to psychological examination, and he was subsequently examined in Berlin by the psychologist Carl Stumpf. This closer look at Pepito Arriola's case clarifies how popular culture and scientific research interacted in the making of a prodigy. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

In 1948, the motion picture The Snake Pit was released to popular and critical acclaim. Directed by Anatole Litvak, the film told of the mental illness and recovery of one patient, who survived overcrowding and understaffing and was treated by a neo-Freudian psychiatrist known as Dr. Kik. It was based on a novel of the same title by Mary Jane Ward, who had been treated at Rockland State Hospital in New York. Building upon exposés of horrid hospital conditions in the press, The Snake Pit helped motivate reforms in the treatment of the mentally ill. Via unpublished correspondence and drafts of the film's screenplay, this article explores the populist and antifascist themes in The Snake Pit, which came from the director, screenwriters, and the politics of the immediate post-WWII era. It also describes the case history of Mary Jane Ward and her treatment by Gerard Chrzanowski, the real "Dr. Kik." (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Reviews the books, "Young William James Thinking" by Paul Croce (2018) and "The Routledge Guidebook to James's Principles of Psychology" by David E. Leary (2018). Paul Croce's Young William James Thinking and David Leary's The Routledge Guidebook to James's Principles of Psychology reach important, at times convergent conclusions, though through very different approaches. Croce practices the kind of sympathetic hermeneutics that James wished had informed the reception of his pragmatism. A labor of love, Young William James zeroes in on the "center" of James's "vision," redrawing its contours. Leary, by contrast, proceeds through a razor-sharp analysis of James's Principles of Psychology. He sees himself as tracing paths and itineraries, through which readers can explore James's complex work. Croce's book addresses a broad audience of people who are interested in William James and the James family, and who also desire to learn more about American culture and society in the second half of the 19th century. Leary's study is aimed at a more specialized readership of historians of science, intellectual historians, psychologists, and philosophers, as well as graduate and undergraduate students. Through works like Leary's and Croce's readers can better understand the reasons why James's thought came to function as a resource not only for neuroscientific, biological understandings of mind, self, and values, such as Antonio Damasio's, but also for a humanistic "sciences of the human person," such as Roberto Assagioli's psychosynthesis and American humanistic psychology. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

To add to the system of classes already present in the recent historiography of psychology, a new and broader class is proposed, the psychologesque. This class includes, along with a central core of master's- and PhD-level psychologists, surrounding belts of cognate professionals in other fields who are, to a greater or lesser degree, tinged with psychology. Advantages to including this broad class, in some ways similar to the U.S. middle class, in the history of psychology are advanced. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Introducing the concept of motivated historiography, we seek to answer the question of what constitutes a good history of psychology and of German Critical Psychology (CP) in particular. It is suggested that one needs to include questions about the purpose of historiography, the background and horizon of the historiographer, the quality and originality of the thesis, the quality of the material, selected and omitted, and the quality of interpretations. We submit that the article by Schönpflug (2021) does not accomplish a realistic account of CP. We conclude that the two original main theses in the article on links of CP to communism and Nazism reflect motivated historiography and are remnants of political and cultural struggles in Germany in the 1970s. We suggest that more important than just denouncing an innovative program is to do justice to the sociopolitical, academic, and theoretical entanglements, the historical contributions and the intellectual legacies of CP, while also accounting for shortcomings. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Teo et al. (2021, p. 217) have asked me "to locate [myself] epistemologically and politically and identify [my] position in…institutional and departmental struggles…to allow a reader to contextualize [my] reconstructions." Therefore, I provide information on my political and scientific orientation, my position at the Free University of Berlin, and my relationship to Klaus Holzkamp. (PsycInfo Database Record (c) 2021 APA, all rights reserved).