HISTORICAL LITERACY OF ADVANCED UNDERGRADUATE PSYCHOLOGY STUDENTS: PEDAGOGICAL IMPLICATIONS FOR COURSES IN THE HISTORY OF PSYCHOLOGY

139 junior and senior students enrolled in courses in the history of psychology at two universities were tested on the first day of class to assess general historical literacy, literacy in the history of psychology, and recognition of 51 important figures in the history of psychology. Serious deficiencies in their historical knowledge present important pedagogical implications for the teaching of the history of the discipline.

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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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Psychobiography Training in Psychology in North America: Mapping the Field and Charting a Course

Europe’s Journal of Psychology ◽

10.5964/ejop.v11i3.938 ◽

2015 ◽

Vol 11 (3) ◽

pp. 459-475 ◽

Cited By ~ 14

Author(s):

Joseph G. Ponterotto ◽

Jason D. Reynolds ◽

Samantha Morel ◽

Linda Cheung

Keyword(s):

Mixed Methods ◽

North America ◽

Psychology Students ◽

History Of Psychology ◽

Political Leaders ◽

Research Results ◽

The Status ◽

Psychology Courses ◽

History Of ◽

Important Position

Psychobiography holds an important position in the history of psychology, yet little is known about the status of psychobiographical training and dissertation research in psychology departments. This brief report identified psychobiography courses throughout North America and content analyzed a sample of 65 psychobiography dissertations to discern the theories and methods that have most commonly anchored this research. Results identified few psychology courses specifically in psychobiography, with a larger number of courses incorporating psychobiographical and/or narrative elements. With regard to psychobiography dissertations, the majority focused on artists, pioneering psychologists, and political leaders. Theories undergirding psychobiographical studies were most frequently psychoanalytic and psychodynamic. Methodologically, a majority of the dissertations were anchored in constructivist (discovery-oriented) qualitative procedures, with a minority incorporating mixed methods designs. The authors highlight the value of psychobiographical training to psychology students and present avenues and models for incorporating psychobiography into psychology curriculums.

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Philosophies of Psychology: A Discovery Process for Undergraduates

Teaching of Psychology ◽

10.1207/s15328023top2101_6 ◽

1994 ◽

Vol 21 (1) ◽

pp. 33-35 ◽

Cited By ~ 7

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.

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Recognition of Famous Names in Psychology by Students and Staff

Teaching of Psychology ◽

10.1207/s15328023top1901_15 ◽

1992 ◽

Vol 19 (1) ◽

pp. 51-52 ◽

Cited By ~ 8

Author(s):

Julie K. Bunnell

Keyword(s):

Explicit Instruction ◽

Psychology Students ◽

History Of Psychology ◽

Faculty Members ◽

Low Level ◽

Psychology Majors ◽

Historical Awareness ◽

History Of

Historical awareness of psychology majors and faculty members was assessed using a name recognition questionnaire, which included the names of 53 eminent contributors in the history of psychology. Before taking a course in the history of psychology, students showed a low level of name recognition, which was markedly inferior to that of faculty members. It appears that, without explicit instruction, students acquire little knowledge of the history of their discipline.

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

Teaching of Psychology ◽

10.1177/009862839702400110 ◽

1997 ◽

Vol 24 (1) ◽

pp. 39-41 ◽

Cited By ~ 1

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.

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Degree of Prescribed Punishment as a Function of Subjects' Authoritarianism and Offenders' Race and Social Status

Psychological Reports ◽

10.2466/pr0.1982.50.2.651 ◽

1982 ◽

Vol 50 (2) ◽

pp. 651-654 ◽

Cited By ~ 1

Author(s):

Thomas A. McAbee ◽

Thomas P. Cafferty

Keyword(s):

Middle Class ◽

Social Status ◽

Case History ◽

Juvenile Offender ◽

Lower Class ◽

Psychology Students ◽

Forced Choice ◽

Church Members ◽

History Of ◽

Undergraduate Psychology

The amount of punishment prescribed for an offender by low, middle, or high authoritarians was examined in a sample of 198 subjects (135 undergraduate psychology students and 63 church members). Subjects completed a forced-choice form of the F scale and read a case history of a juvenile offender who was described as either a middle-class white, a middle-class black, a lower-class white, or a lower-class black. Subjects were asked to recommend an amount of punishment for the offender on a punishment scale. Consistent with previous research on authoritarianism, the high authoritarians recommended more punishment for the offender than the low authoritarians. However, high authoritarians prescribed more punishment for the middle-class rather than the lower-class offender, and did so regardless of offenders' race.

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Patterns of Cohesion in the Families of Offspring of Addicted Parents: Examining a Nonclinical Sample of College Students

Psychological Reports ◽

10.2466/pr0.101.3.881-895 ◽

2007 ◽

Vol 101 (3) ◽

pp. 881-895

Author(s):

William Lorber ◽

Danielle Y. Morgan ◽

Mitchell L. Eisen ◽

Taly Barak ◽

Cynthia Perez ◽

...

Keyword(s):

College Students ◽

Child Abuse ◽

Family Functioning ◽

Psychology Students ◽

Families Of Origin ◽

Key Characteristics ◽

History Of ◽

Undergraduate Psychology ◽

Nonclinical Sample ◽

Clinical Populations

This study was designed to examine patterns of family functioning among college students who are offspring of addicted parents. 218 undergraduate psychology students were administered a series of measures assessing family functioning, dissociation, parental addiction, and a history of child abuse. As predicted, offspring of addicted parents reported significantly lower Cohesion in their families of origin ( F1,161 = 10.16, p = .002), and described significantly greater dissatisfaction with the cohesion they experienced in their families of origin, when compared to their college peers ( F1,135= 10.24, p = .002). However, these groups reported comparable Adaptability in their families of origin (F1,161 = 1.74, ns). These data show that, although offspring of addicted parents college students appear to share commonalities with their student peers in terms of the adaptability in their families of origin, they still share some key characteristics with clinical populations of offspring of addicted parents, which distinguish them as a group.

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