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| theory and study of writing histories |
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| looking at past events and interpreting them in our point of view, frequently valued |
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| tries to understand the same event in terms of knowledge and values in existence at the time of the event |
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| stay as close as you can to that topic; histories of ideas; inward looking; written by people with little or no expertise |
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| focuses on the influences outside of the topic; broader view; |
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| one that Watson tended to favor, one of which that you develop the belief that historical occurrences are due to famous individuals, evolution= Darwin; |
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| demonstrate that history is moved by forces beyond the control of individuals; emphasizes the forces of history that act on individuals, Freud theories that talked about medical models popular of that time, product of the age, |
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| intellectual climate of a time. Our point of view is based very heavily on advances in empirical sciences |
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| reference to a location and points out that a special climate occurs and transcends through times, ex. this type of thought is American |
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| being determined of having freewill, is it predetermined or are we free to choose, this person would say there is a cause for every psychological thing; this person says that you may think you have free will but you are who you are because |
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| one that indicates the notion that we are free, and not tied to genetics or instinct, we have reason and we choose what we want to do; we believe we have free will |
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| truth arrives upon a decision through experience. You and I no longer believe the earth is flat because we have seen images from the moon. Not because we have seen is personally. We believe in science which is this |
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| arriving at a truth independent of experience and based upon reason. For example religion. We have never experienced it and in some cases we are unable to experience it, but we believe in it. Rationalists sometimes negatively expose of experiences. They state that some experiences are false. |
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| looking multiple small examples. Test the belief and each outcome. In this kind of approach, we hope to at some point be able to bring all these into an overall truth. |
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| you start with the overriding truth and from that you (usually through rationalism) come to a particular instance. You deduct from this overall truth an instance. |
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| how our discipline is named |
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| Greek term for soul is “psyche” |
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| refers any physical process or things; we believe and is widely excepted |
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| refers to things that are non physical process or things. Spiritual things |
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| believes that both mind and body are correct. In America we tend to be raised in an environment |
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| argument that only one or the other is correct |
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| notion that everything we talk about as mental will ultimately be shown as a physical process; conceptions in Psychology tend to be this. We don’t tend to see the spiritual. also known as materialistic monism |
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| someone who says that the truth/reality is purely mental. All we can really know is our own experience, everything else is “hypothetical”. We tend to not lean this way. |
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| places humans within the rest of the natural world. We are just a force at work. there is nothing super about us |
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| things are attributable to things that go beyond the force of nature. There are things that cannot be dealt with. We have things about us that go beyond therefore are super. ex. you can explain this as natural but there is something transcendent, this is not all the information because there is another source you have to tap into |
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| most importantthe only one that is immortal. Something that represents the form of what we are. we express this while we are alive (dogs don’t) and this forms what it means to be a human |
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| the type of soul that motivates us to conquer. It’s tied with the body and uses the body to achieve its end. While the body is alive the soul is in the chest. When the body dies, it dies with it. |
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| tied to the body and uses the body. It fuels our wants, which includes anything that is HEDONISTIC (gives us pleasure). It wants to be pleased and wants to be pleased now. This is something that we need to learn to regulate as we mature. |
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| how we acquire truth and develop understanding |
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| lowest kind of understanding of truth. something that can have no basis in formal truth. For him this is like superstition, the lowliest low. |
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| little higher. We can develop a belief and we believe in something when we experience it. He ties belief to empiricism. You won’t believe it until you see it, so it’s better than imagination. You have to have some sort of representative truth. It’s inferior though because it’s directly tied to the physical world |
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| superior because it’s something that removes us from the physical world. It’s something that is guided by deduction, reasoning, mathematics, etc. Because it’s removed from the physical world, it can tie us to a bigger reality. |
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| we KNOW it to be true. Sometimes called INTELLIGENCE. Acquire based on reminiscence. You rely on the rational soul. Because of the rigorous training at the Plato’s academy, you are able to discern the real truth. Pure truth comes from pure reason. In order to attain this level of understanding you have to really try. |
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| what the state can do is provide for them and they will be the laborers. |
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| those who go beyond the hedonistic stage and want to provide for themselves |
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| the state should give them the tools that will allow them to provide for themselves most efficiently. At some point in childhood you should start training them in things that they will need for this life. |
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| those who show the greatest interest in coming to know |
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| You will train them in the things that will allow them to comprehend formal knowledge (reason, deduction, etc) Plato thought that in the Republic, these philosophers would be leaders (philosopher kings). They will be the leaders. |
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| by plato; his meaning for existence. Why we’re here on earth; |
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| aristoltle's school; more involved with the physical world than the Academy. Students were expected to examine form and matter |
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| - things that are similar we put together and put opposites together |
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| especially if they’re opposites (left and right) |
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| the more we do something the more it will stick in our mind |
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| - if we experience events in a heightened emotion we remember it more |
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| because it’s the soul that allows us to direct action and be in control what we do and implement change by the behaviors we display |
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| the thing represent, being the abstract, platonic form that is being expressed |
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| represents the purpose of the thing and the role it’s fulfilling. |
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| aristotle founded this; If you believe that everything is caused then you are led into a regression of cause that is infinite. |
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| seen in the renaissance time |
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| a human image as itself being seen as worthwhile. We began to see ourselves as created in the image of God, and good rather than central. It is a psychological shift. |
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increase in literacy.
He invented the printing press and the very first thing he printed was the Bible in german |
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DIALOGUE CONCERNING TWO CHIEF WORLD SYSTEMS- an important book. It is a discussion of the two views of what we now call the solar system.
discusses which view is better. He settles on the heliocentric. |
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| the belief that human beings are noble and good. The easiest way to see this is in the art |
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| a Catholic priest decided to break away from the Church and he protests the authority of the Church. The protestant reformation that occurred had humanistic vies. |
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| Published DE HUMANI CORPORIS FABRICA- a very controversial anatomy book. it is a rejection of authority |
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| one of the worst/materialistic men of his age. He got this position by bribery |
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published DE REVOLUTIONIBUS ORBIUM COELESTIUM (The Revolution of the Heavenly Spheres)
first to reject the ancient astronomy of the Church; • He developed the Heliocentric View. This is a direct violation of authority. He never got in trouble for it because he died. |
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| education combined the careful use of reason with the received wisdom of the church |
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| he said you can understand that truth as an act of faith or you can carefully use your reason and eventually be led to the same place |
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he was the epitome of what a scientist should be. he was a devote christian
• He was empirical, he was quantitative. He came from his development of mathematic principles, and he invented calculus.
came up with the theory of gravitation. explained in his book called PRINCIPIA MATHEMATICA. |
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| stated that that we need to experience to come to truth. him and his followers advocated that if you can’t experience it you cannot say it is true. |
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| iq test in ellis island; stupid |
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| wrote journal of the history of the behavioral sciences; constrasted presentism with historicism; presentism is impossible to avoid |
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| emphasizes the accomplishments of great philosophers and psychologists and concentrates on celebrating classic studies and breakthrough discoveries; purpose is to glorify present day psychology |
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| more external historicist and naturalistic |
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| serve as retrieval cues; historical periods are identified with reference to the individuals whose actions are believed to be critical in shaping events |
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| by merton; 2 people come up with same idea at same time |
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| found in archives; written and created near time of the event |
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| a document that has been published and is typically an analysis or summary of some historical person, event, or period. written some time after event occured and served to summarize and analyze |
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| area within the university lib that holds unpublished information |
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| ahap founded by ? in 1965 |
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| john popplestone and marion mcpherson |
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| native reason to arrive at our knowledge of the concept of extension |
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| concepts that result from our experiences in the world |
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| divides humans and animals; animals are simple machines, lacking a mind; humans had mechanical body and a mind that could reason |
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| philosophical school of thought, related to empiricism |
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| all of the information taken in by our senses from the enviornment |
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| mental activites involved in processing information from both the senses and from memory |
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| experiencing basic sensory qualities such as yellow and making reflections such as pleasant made by locke |
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| several other ideas, combination of simple and other complex ideas, complex idea of a cold drink on hot day, the complex idea is a good life; made by locke |
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| complexity in nature can be understood by reducing objects to their most basic elements |
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| how simple ideas form compound ones |
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| exist as an inherent property of an object, extension, shape and motion are examples; descartes says these are innate ideas |
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| not inherent attributes of objects but depend of perceptions; smell warmth and taste are examples |
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| Founded MODERN RATIONALISM- |
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| when objects move closer to us or farther away |
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| changes in the shape of the lens serve to keep objects focus on the retina. |
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| by berkley; we cant be entirelly certain of reality of material objects; the only certainty is that we are perceiving |
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| basic sensations, raw data of experience |
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| faint copies of impressions |
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| humes three laws of association |
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| resemblance, contiguity, and cause/effect |
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| i think therefore i am; my existense is confirmed not by you or anything other than my thought |
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| reminds us of another becuase it is similar to or has |
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| experiencing things together |
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| if one event follows another with some reulartity, we will develop an association between the two |
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| PSYCHOPHYSICAL PARALLELISM |
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| by hartleyl; Both mental and physical are going in a predetermined path, they are both predictable and coincident, they are just not related to one another |
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| strength of association relies on ? |
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| by harley; when experiencing two events simultaneously, they become associated |
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| when experiencing two events in immediate succession, they become associated according to hartley |
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| whole is equal to the sum of its parts; hartley |
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| one looks for a common element in several instances of an event; by mills |
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| one looks for evidence that the absence of an effect is always accompanied by the absence of a proposed case; by mills |
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| the methods of agreement and difference have the potential for identifying cause, within the limits of induction; by mills |
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| Method that examines whether changes in event X are associated with changes in event Y. by mills |
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| elements of both mental and physical reality. everything is this; by leibniz |
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| the highest level of awareness, in which we focus our attention on some information, apprehend it fully, and make it personally meaningful |
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| below the level of awareness, but ultimately essential for enabling higher levels of perception to occur |
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| points on a continuum of awareness where one passes from no conscious awareness to some awareness (absolute threshold) or from an awareness that one stimulus is noticeably different from another stimulus(difference threshold). |
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| Why Study Psychology’s History |
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| because psych is still in its infancy; the field is still grappling with many of the same topics that occupied it a century ago; can provide some unity for what has become a diverse and highly specialized field; an understanding of psychology’s history makes one a more critical thinker; history of psychology course may be a history course but it is also a psychology course |
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| geocentric and came up with helocentric |
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| view of the universe which held that the earth was at the center of the universe |
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| theory which argued that the sun was at the center and the earth moved around it just like the other planets |
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| - hypothetical essence once believed to inhabit the nervous system and to be the driving force behind muscle movement. |
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| was a strong advocate of an inductive approach to science. Argued that the scientist must observe nature systematically and carefully as it presents itself, rather than follow the conclusions derived from a deductive analysis of Aristotle and other authorities. |
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| an approach to knowledge that emphasizes that general scientific principles are generalizations made after the collection of large amounts of data |
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| portion of the brain selected by Descartes as the locus for mind-body interactions |
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| the government would agree to govern wisely and protect the rights, welfare, and common good of its citizens; the citizens in turn would agree to support the government and participate in it by locke |
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| by berkley; the philosophical position that the reality of the material world cannot be determined with certainty |
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| worried that the only true lesson of history is that people don’t learn anything from history |
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| aps is the American Psychological Science |
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| contains psychologist who focus more on research |
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| apa is the American Psychological Association |
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| o where psychologist whose prime interest is in the professional practice of psychology |
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| G. Stanley Hall Lecture Series |
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| • prominent psychologist deliver these talks, which are designed to aid undergraduate instruction by informing teachers of the latest developments in the various subfields of psychology. |
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| psychologist/historian who delivered a lecture which focused on the distinction between what she referred to as “old” and “new” history |
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| contrasted presentism with historicism in the Journal of the History of the Behavioral Sciences |
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| known for the quote “long past, short history |
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| known as the father of modern philosophy, mathematics, physiology, and psychology |
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| best-known for his political work, Two Treatises on Government in which he elaborated the Hobbesian idea of a social contract between government and people |
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| believed that the mind at birth is an empty sheet of white paper ready to be written upon by the experiences of one’s lifetime. Believed that every idea we have originated from the two processes of sensation and reflection. |
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| the doctrine that the mind can be understood as a complex set of ideas, related to each other by the force of the associations between them; by humme and hartley |
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| descartes discorse on method |
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Definition
| he explained how he would accept as truth only that which could not be doubted. |
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| belief that the body operates like a complicated machine; descartes |
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| he believed that truth could emerge from the careful use of reason became his modus operandi |
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| descartes was a rationalist because... |
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| Some Thoughts Concerning Education by locke |
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| based on letters written to a friend who was seeking advice about the education of his son. |
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| Towards a New Theory of Vision and Treatise Concerning the Principles of Human Knowledge |
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| both are strongly empiricist and focus on an analysis of sensory processes; by berkley |
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Observations on Man, His Frame, His Duty, and His Expectations
written by hartley |
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| • summarized the essentials of British empiricist thought, how association could be the guiding principle for a theory of how the human mind was structured and how it operated, and also described the neurological correlated of mental activity. |
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| • Essay Concerning Human Understanding and Some Thoughts Concerning Education |
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Definition
| explain Locke’s views on how knowledge Is acquired, how we as humans come to understand our world. |
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| System of Logic in 1843 and Examination of Sir William Hamilton’s Philosophy |
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| Mill’s took the nurture side of the nature-nurture issue. |
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| included his beliefs about association and mental chemistry, and an argument for the creation of a scientific approach to the study of psychology. outlined a series of methods for applying inductive logic while trying to determine causality in science |
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| Locke’s Essay Concerning Human Understanding with his won New Essays on Human Understanding |
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| disagreed with Locke’s “mind=white paper” metaphor proposing that the mind be seen as analogous to veined marble. “necessary truths,” truths that are proven with reason and logic and not by direct experience. He proposed that mind “psycho” and body “physical” work in parallel together and is kept in a “[re-established harmony”. |
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| o Wrote an article entitled “The History of Psychology: A Neglected Area”. He then mobilized a group of like-minded psychologist into a history of psychology group called the APA Division #26 where he was the first president. |
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Definition
| described the “good old days’ in his essay entitled “The Prison of the Present” |
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| designed to summarize his life’s work to demonstrating how the various disciplines could be united through the careful use of reason and based on a foundation of mathematics. He had a section on astronomy centering on a strong defense of the Copernican/Galilean heliocentric world but learned that Galileo’s work was condemned by the Church, so he held of publication and it wasn’t published until after his death. |
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| it was a published version as an appendix from Observations to a medical book• |
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• Best known for writing a five volume history of England.
• Had the basic premise that all of our understanding is rooted in experience.
• Tried to discover the mind’s basic elements (2elements) |
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• Events must occur together with some predictable regularity
o When A occurs, B occurs regularly
o A occurs before B does
o B does not occur unless A does. |
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| System of Logic in 1843 and Examination of Sir William Hamilton’s Philosophy |
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Definition
| Mill’s took the nurture side of the nature-nurture issue. |
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Definition
| included his beliefs about association and mental chemistry, and an argument for the creation of a scientific approach to the study of psychology. outlined a series of methods for applying inductive logic while trying to determine causality in science |
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Definition
| Locke’s Essay Concerning Human Understanding with his won New Essays on Human Understanding |
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Term
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Definition
| disagreed with Locke’s “mind=white paper” metaphor proposing that the mind be seen as analogous to veined marble. “necessary truths,” truths that are proven with reason and logic and not by direct experience. He proposed that mind “psycho” and body “physical” work in parallel together and is kept in a “[re-established harmony”. |
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Term
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Definition
| o Wrote an article entitled “The History of Psychology: A Neglected Area”. He then mobilized a group of like-minded psychologist into a history of psychology group called the APA Division #26 where he was the first president. |
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Term
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Definition
| described the “good old days’ in his essay entitled “The Prison of the Present” |
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Term
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Definition
| designed to summarize his life’s work to demonstrating how the various disciplines could be united through the careful use of reason and based on a foundation of mathematics. He had a section on astronomy centering on a strong defense of the Copernican/Galilean heliocentric world but learned that Galileo’s work was condemned by the Church, so he held of publication and it wasn’t published until after his death. |
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Definition
| it was a published version as an appendix from Observations to a medical book• |
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Definition
| philosophical position that the only reality is physical reality and that living matter can be reduced to physical and chemical properties |
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| Psychophysical Parallelism |
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Definition
| Harley considered psychological and physical even separately, but operating in parallel |
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| Discourse on Method by descartes |
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Definition
| he explained how he would accept as truth only that which could not be doubted |
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| A History of Experimental Psychology |
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Definition
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| founded British Associationism |
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| Essay Concerning Human Understanding and Some Thoughts Concerning Education |
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Definition
| explain Locke’s views on how knowledge Is acquired, how we as humans come to understand our world |
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| David Hume and David Hartley |
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Definition
| both made important contributions to the understandings of how association operated |
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| a process where we experience things again via memory. Many complex ideas arise from the ability to go back through experiences |
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Definition
| • were the first to compare humans to just psychical conceptions to example the world and us known as Greek cosmology |
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| • Golden age philosophers |
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Definition
o Socrates primarily
o Plato
o Aristotle
alexander the great |
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| calm. focuses on the god Apollo. Aren’t seen as engaged with us, and were not thought of as ideals for conduct. Very human in many ways, except they had supernatural powers. Conceived as the leaders of the leaders. you would not openly challenge them and you would sometimes send up offerings, but it did not demand your heart. , people were free to devote themselves to the here and now (the natural realm) |
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| passionate, heated. Invented by an agrarian group that was not originally part of the Greek empire. from thrace. god of fertility; he was not a rich god. You needed to serve this god in order to ensure that you had crops, a flock, and children. He was the type of god that really demanded your focus, you really needed to be aware of the supernatural realm of this god, and you were less free to commit yourself to science free of the supernatural. renamed as bacchus |
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| elieved that things of this earth are corrupted, and the expression of the Pythagorean theorem separated you from the earth completely. It’s something that is reached by thought and reason. |
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| were mathematicians and scientists but they were just as strong disciples and priests. The focus of his point of view was not on the math and science, but it was on the supernatural things. It should be pure and truthful. |
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| believed there are permanent pure truths that exist beyond the physical world. Everything in the world is a representation of this pure realm. is profoundly psychological. It’s deeply subjective. He is not encouraging us to look outside us and discover the world. He wants us to look inside ourselves and know thyself. |
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| "the unexamined life is not worth living” |
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| he was accused of a capital crime. 1) He was denying the existence of the gods, and 2) he was preaching nonsense to the youth. He decided to agree with whatever their decision was. He decided it was a waste of time to go though these events. As a result, he was found guilty and condemned to die. he killed himself by drinking hemlock |
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written by plato; It’s the last day of Socrates life. Families are gathered and are remembering past events.
In the final page, Plato talks about Socrates death |
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| built the first university, the academy |
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| idea that there are uncorrupted, pure, absolute truth, and the goal of life is to come to know them as best we can. We need to try to turn away from transient, unstable, physical things, and focus our attention on things that will never change. He referred to these things as forms. |
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| representations/truths of everything we can name |
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| plato; analogy of the divided lines |
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| he developed a theory about knowledge as being something that is graded in degrees. There is more deep understanding and there is shallow understanding. He spoke of this in his analogy |
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| by plato; first written account of what a utopia is that we have. tries to lay out based on the nature of human beings, what the ideal kind of state would be. And he was using it as a model for the Greek state to adhere to. He envisioned a type of government that would serve the people best and the people could best serve. Given your motivations and nature, you could find a place that would be beneficial to both you and the state |
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| by aristotle; first comprehensive psychology book. was known as first historian because of his first chapter that was a historical review |
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| he believed that when we are born, know nothing. Knowledge is something we acquire through time. He believed knowledge is innocent and we discover it through life and bring it into us by thought. He emphasizes particularly experience. |
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| johnes guttenburg/; galileo /; Pope Alexander VI/; Andreas Vesalius/; Nicolaus Copernicus/; Sir Francis Bacon/; |
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| referring to belief systems that we have |
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| preconceptions that we have based upon our unique experiences. We are raised in unique atmospheres; these differences cause us to have certain beliefs |
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| consensual common exchange of ideas among a group so that everybody trades back and forth a notion. Ex, all of us believe that we are primarily motivated by our subconscious and because we all accept this, we talk about idea all the time. Just because we all talk about it and accept it to be true, doesn’t mean that it is. power bands |
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| as in a play, someone puts on a convincing play and they seem authoritative and like they know what they are talking about. They’re convincing we believe it, but it might not be true. Including the scholastics, just because an institution says it is right and they seem powerful and knowledgeable doesn’t mean that they are correct |
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| bacon; types of preconceptions that humans develop and he puts them into classes so we can easily see these idols and get rid of them |
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| - absolutely written, you can see it perfectly well |
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| distinctiveness by descartes |
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| expressing idea that this truth doesn’t have a hidden truth within it. |
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| belief that that when I decide to push a button the remote, my thumb responds because my mind makes it. The physical affects the mental. |
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| conducted an experiment on Descartes theory of movement. He did it with a procedure called Nerve-Muscle. He conducted these experiments to determine what caused muscles to change their shapes |
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| created a MIND-BODY position. He believed mind and body are separate. He thought that mind and body operated on different principles and were different systems. |
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| founder of modern Empiricist truth by experience. Disagreed with Descartes’ Rationalism. |
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| chance associations by locke |
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| things experienced together but bear no truth on how the world operates. |
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| natural associations by locke |
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| things that associate in the mind b/c that’s what occurs in the real world; basis for true understanding |
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| Two types of experience by locke |
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| a person who feels that the only truth is what we experience; berkley was this |
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| permanent perceiver/infinite perceiver- God is always perceiving everything. To be is to be perceived. Something must be perceiving the world all the time and God is this perceiver. Therefore if a three falls in a forest, it will make a sound and will fall. God guarantees the existence of the physical world. |
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| He said mind is something people think of as independent of experience. People think mind is a vessel needed to be filled by some means |
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| not vivid, older experiences. Mind is hypothetical. For him, the only reality is subjective experience. All empiricists had thoughts about associations. Empiricism and associations are closely related. |
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