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.

Contributions to the History of Psychology: LIV. Harry Miles Johnson: War without Peace

1989 ◽  
Vol 64 (3) ◽  
pp. 907-913 ◽  
Author(s):  
Wilse B. Webb
Keyword(s):  
World War I ◽  
Experimental Psychology ◽  
History Of Psychology ◽  
Accident Prevention ◽  
World War ◽  
American Psychology ◽  
Johns Hopkins University ◽  
History Of ◽  
Psychology Program

Harry Miles Johnson (1885–1953) took his Ph.D. under John B. Watson at Johns Hopkins University. During World War I Johnson was the first “aviation psychologist” and did pioneering research in vision, accident prevention, and sleep. He founded the Ph.D. experimental psychology program at Tulane University. He was an acerbic critic of psychology from a position of “objective empiricism.” This position was modulated by his beliefs in the importance of applications of psychology and an emphasis on underlying philosophical issues. Despite a long and productive career, Harry M. Johnson is little remembered in the history of American psychology. This paper examines aspects of this paradox.

Contributions to the History of Psychology: XXXI. Life as an Experiment—The Long Career of Lillien Jane Martin (1851–1942)

1982 ◽  
Vol 51 (2) ◽  
pp. 579-590 ◽  
Author(s):  
Gwendolyn Stevens ◽  
Sheldon Gardner
Keyword(s):  
Experimental Psychology ◽  
Experimental Studies ◽  
History Of Psychology ◽  
Clinical Psychologist ◽  
Honorary Degree ◽  
American Psychologist ◽  
History Of ◽  
The University

In 1913 Lillien Jane Martin received an honorary Ph.D. from the University of Bonn, the first honorary degree conferred upon an American psychologist by that institution, for a series of innovative and pioneer experimental studies. Her research with G. E. Müller in psychophysics was called a “landmark in the history of experimental psychology” at that time. Martin was a multi-faceted individual who seemed to possess inexhaustable energy. She was an ardent feminist leader, a prolific psychologist, conscientious Stanford professor, and, at age 65, Martin became a consulting and clinical psychologist. It is interesting to note that for someone who contributed so much to the science of psychology, her long and productive career is relatively unknown to contemporary psychologists.

scholarly journals Nation Dreaming: A Consideration of the American Dream in Poland, the U.S., and among Polish Americans

2020 ◽  
Vol 8 (4) ◽  
pp. 82
Author(s):  
Sandra L. Hanson ◽  
John K. White
Keyword(s):  
American Dream ◽  
Belief Systems ◽  
General Social Survey ◽  
Historical Context ◽  
American Exceptionalism ◽  
Social Survey ◽  
Status Mobility ◽  
History Of ◽  
Research Questions ◽  
The U.S

This paper examines the cooperation and influences between Poland and the U.S on their respective dreams, including the influence of the American Dream on Polish Americans and their potential distinctness from those who remain in Poland. Attitudes involving the American Dream that are examined include beliefs about freedom, liberty, democracy, getting ahead, status/mobility, and inequality. Although scholars have compared these belief systems across countries, there has been no distinct focus on Poland and the U.S., and those who immigrate between these countries. A conceptual framework that combines the American Dream, American exceptionalism, and beliefs about inequality guides the research. Data from the General Social Survey and the World Values Survey are used to answer the research questions. Findings show that Polish Americans agree with other Americans on a majority of items measuring elements of the American Dream. However, Americans and Poles have significantly different opinions on each of the American Dream items. Usually, (but not always) it is Americans who are more supportive of the American Dream. When considering the three groups, Polish Americans, Americans, and Poles, our conclusions suggest a trend where Polish Americans are a hybrid of other Americans and Poles when it comes to their views on the Dream. However, the differences often run in the direction that Polish Americans’ views are more like other Americans and distinct from Poles. Conclusions and implications are provided within the historical context of the long history of cooperation between the U.S. and Poland in fights for freedom and democracy.

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.

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.

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