Internationalizing the History of Psychology Course in the USA

This teaching activity attempts to expand the range of contributions usually covered in a history of psychology course by incorporating the social custom of toasting.

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History of Psychology: Cornerstone Instead of Capstone

Teaching of Psychology ◽

10.1207/s15328023top1404_14 ◽

1987 ◽

Vol 14 (4) ◽

pp. 236-238 ◽

Cited By ~ 5

Author(s):

Katharine S. Milar

Keyword(s):

Research Design ◽

Experimental Psychology ◽

Historical Context ◽

History Of Psychology ◽

Advantages And Disadvantages ◽

Historical Figure ◽

History Of ◽

Research Questions ◽

Psychology Course

A history of psychology course designed as a prerequisite for advanced work in experimental psychology is described. Research design and methodology are introduced in an historical context. Students conduct experimental projects by asking research questions that are appropriate to a particular historical figure of theorist. Advantages and disadvantages of teaching the history of psychology course in this way are discussed.

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Contributions to the History of Psychology: CII. Attitudinal Shifts in Responses to ‘Psychological Prescriptions’ among Undergraduate Students in a ‘Systems of Psychology’ Course

Psychological Reports ◽

10.2466/pr0.1995.77.3.840 ◽

1995 ◽

Vol 77 (3) ◽

pp. 840-842

Author(s):

William F. Vitulli

Keyword(s):

Analysis Of Variance ◽

Undergraduate Students ◽

Rating Scale ◽

Psychology Students ◽

History Of Psychology ◽

History Of ◽

Undergraduate Psychology ◽

Psychology Course

18 contrasting pairs of psychological prescriptions formed the basis of a rating scale upon which 25 undergraduate psychology students (5 men and 20 women) enrolled in a course in “systems of psychology” indicated their “attitudinal preferences.” An analysis of variance, followed by pair-wise comparisons using t tests for correlated samples taken at the beginning and end of the quarter showed a trend toward endorsements of more “phenomenological” as compared to “operational” prescriptions.

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A Role-Playing Exercise for the History of Psychology Course

Teaching of Psychology ◽

10.1207/s15328023top1202_6 ◽

1985 ◽

Vol 12 (2) ◽

pp. 84-85 ◽

Cited By ~ 11

Author(s):

Charles I. Brooks

Keyword(s):

Role Playing ◽

History Of Psychology ◽

Pedagogical Tool ◽

Psychological Issues ◽

Basic Procedure ◽

Historical Figures ◽

History Of ◽

Personal Appreciation ◽

The Individual ◽

Psychology Course

A procedure is described in which college students portray individuals studied in the History of Psychology course. The students work in teams, and develop a presentation allowing figures from different time periods (e.g., Locke, Wundt, Thorndike, and Rogers) to discuss and debate psychological issues. Additionally, each student prepares a bibliography and position summary of the individual portrayed. Variations of this basic procedure, some more successful than others, have been tried in three different classes and are also described. It is concluded that the exercise can be a valuable pedagogical tool that gives students personal appreciation of historical figures, plus a better understanding of continuity in the evolution of psychological issues.

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