Students’ Basic Philosophical Assumptions in History of Psychology: A Measure and Teaching Tool

1997 ◽  
Vol 24 (1) ◽  
pp. 39-41 ◽  
Author(s):  
Brian D. Cox
Keyword(s):  
Psychology Students ◽  
Likert Scale ◽  
History Of Psychology ◽  
Teaching Tool ◽  
Typical History ◽  
History Of ◽  
Psychology Course ◽  
And Behavior

Many psychology students initially have difficulty with the philosophical character of the typical history of psychology course. One way to introduce students to psychology's philosophical roots is to survey their assumptions on the nature of mind, emotion, and behavior. This article describes and gives examples of a 50-item Likert-scale questionnaire concerning the positions of many philosophers, biologists, and psychologists that are typically covered in the class. This article also presents data from three history of psychology classes and suggestions for using the measure as a teaching tool.

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

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.

Philosophies of Psychology: A Discovery Process for Undergraduates

1994 ◽  
Vol 21 (1) ◽  
pp. 33-35 ◽  
Author(s):  
James E. Waller
Keyword(s):  
Critical Analysis ◽  
Psychology Students ◽  
History Of Psychology ◽  
Student Writing ◽  
Discovery Process ◽  
Pedagogical Strategies ◽  
History Of ◽  
Psychology Course

This article offers five pedagogical strategies for a history of psychology course to help students begin to discover their disciplinary worldviews or philosophies of psychology. Students write short, in-class, contemplative essays (microthemes) on polarities of psychology (e.g., empiricism vs. rationalism). The instructor presents selected student writing samples, peers debate their positions, and students respond to their peers' microthemes. Finally, in a detailed critical analysis assignment, students intensively reexamine selected microtheme polarities.

Instinct and the Origins of Mind and Behavior

2020 ◽  
Author(s):  
Diane M. Rodgers
Keyword(s):  
Social Psychology ◽  
Evolutionary Theory ◽  
History Of Psychology ◽  
Mental Development ◽  
History Of ◽  
Living Organisms ◽  
Almost All ◽  
And Behavior

Instinct has been one of the more contentious concepts throughout the history of psychology and social psychology. Broadly defined, instinct is considered innate, patterned behavior for living organisms that does not require learning or experience. Almost all early psychologists engaged in the study of instincts, and many attempted to classify them. One of the debates that emerged was whether there is a simple dichotomy between instinct and reason, with animals endowed with instinct for survival but only humans with the ability to rely on reason. With more influence from Darwin’s evolutionary theory, however, the idea that instincts were modifiable and a common trait for humans and animals became accepted. This also led to the idea that human instincts could be understood by examining the instincts of animals and the mental development of children. With the arrival of behaviorism, the concept of instinct began to fall out of favor altogether, and all behaviors were attributed to learning or conditioning. More recently, evolutionary psychologists have reclaimed the notion of instinct, although the understanding of this concept still varies and has an uncertain fate in the discipline.

Expanding Coverage in the History Course by Toasting Significant but often Overlooked Contributors

1993 ◽  
Vol 20 (2) ◽  
pp. 112-112 ◽  
Author(s):  
Randall D. Wight
Keyword(s):  
History Of Psychology ◽  
Teaching Activity ◽  
The Social ◽  
History Of ◽  
Social Custom ◽  
Psychology Course

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.

History of Psychology: Cornerstone Instead of Capstone

1987 ◽  
Vol 14 (4) ◽  
pp. 236-238 ◽  
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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