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| William James wrote likea ____ while his brother Henry wrote like a _____ |
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| Depressed, Freewill and pragmatism |
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| William James Freewill & Pragmatism |
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| Recognised deterministic character of nature, freedom exists, can choose to sustain one thought |
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| Which book defined psychology for America and who wrote it? |
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| Principles of Psychology by Henry Holt and William James |
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| Book written by William James with Henry Holt |
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| Consciousness, Emotion, Habits, Memory |
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| Primary topic in Psychology |
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| Characteristics of consciousness |
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| adaptive, personal, ever-changing, continuous, selective |
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| James' Approach to Consciousness |
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| not to be understood through its elements, pragmatic analysis |
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| James interest in Emotion |
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| First published in mind, revised in psychological review |
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| innate, habitual behaviors, perception of these changes constitutes core of emotional experience |
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| Role of education in habits |
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| train beneficial habits, make the nervous system an ally, eliminate war, pestilence, famine, ugliness in life |
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| Nervous system is modified by experience |
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| many behaviors well rehearsed habits, today's 'automatic responses' |
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| The Moral Equivalent of War |
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| Speech in 1910 by William James |
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| William James' publications |
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| Varieties of Religious Experience, Pragmatism, The Meaning of Truth |
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| James' Definition of memory |
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the "knowledge of an event or fact, of which meantime we have not been thinking, with the additional consciousness that we have thought of or experienced it before” |
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| strength depends on quality of brain structure, memories can be trained, improved |
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| William James Influenced this, Tri-partite empirical self, 2 types of people, our self-feeling is in our power |
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| Tri-partite empirical self |
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| material self, social self, spiritual self |
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| tender minded, intellectualistic idealistic, optimistic, religious, free-willed |
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| rationalists, empiricists |
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| tough minded, sensationlistic, naturalistic, pessimistic, irreligious, fatalistic |
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| Famous undergraduate students of William James |
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| Gertrude Stein, Theodore Roosevelt, George Santayana, W.E.B. DuBois, Walter Lippmann |
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| Psychologist graduate students of William James |
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G. Stanley Hall James Angell E. L. Thorndike Robert Sessions Woodworth Mary Whiton Calkins |
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ƒÞ 1st US woman Ph.D. in psychology ƒÞ 1st woman president of APA ƒÞ Followed James body-less mind (¡§keeps psychologists from being biologists¡¨). |
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Truth established by pragmatic criterion Beliefs must make a material difference Relative value Beliefs do not work because they are true; they are true because they work. |
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| Students of Granville Stanley Hall |
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ħ Woodrow Wilson ħ Joseph Jastrow ħ Lewis Terman ħ John Dewey ħ James McKeen Cattell |
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| Psychological Contributions of Granville Stanley Hall |
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| Forerunner of American Functionalism, Developmental Psychology, American Journal of Psychology, American Psychological Association, Evolution and affirmative action |
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| Who was the forefunner of American Functionalism? |
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| Hall's contributions to Developmental Psychology |
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| Adolescence (1904)-childhood and adolescence are different, wrote Sensence |
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| Who began the American Journal of Psychology? |
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| Hall's contributions to the APA |
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| Organizing meeting, Charter membership |
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| When was the formation of the APA and what did psychology have by then |
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| July 1892 scientific journal, major textbook, labs at Johns Hopkins, Columbia, Harvard, Indiana, Stanford, Cornell, Yale, Clark, U Wisconsin, Kansas, Toronto, Nebraska, Iowa |
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| Planning committee of the first APA meeting |
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| Hall, Fullerton, James, Baldwin, Jastrow, Ladd & Cattell |
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| Hall's Contributions to evolution and affirmative action |
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| viewed "Negro races" as behind because of enslavement, no difference in capacity or ability |
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| Introducing Frued to America, 20th anniversary of Clark University, invited 2 speakers (Experimentalist, Applied) |
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| Experimentalist speaker options at Clark Conference |
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| 1 Wundt, 2 Ebbinghaus, 3 William Stern |
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| Applied Psychology speaker at Clark Conference |
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| Apa President, Province of Functional Psychology - presidential address |
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| Angell's presidential address |
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| province of functional psychology, 3 characteristics of functional psychology: psychology of mental operations, describes functions and operations under real-life conditions, constant interplay between psychological and physiological; consciousness is a control function |
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| James McKeen Cattell contributions |
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| Psychometrics, 1894 psychological review, publications in other journals, APA president in 1895, 1921 founded the psychological corporation, fathered McKeen and Psyche |
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| 'mental test', recommended Standard Battery of tests |
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| Thorndike, Woodsworth, Strong |
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| Robert Sessions Woodworth |
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| Apa president in 1914, Psych corp. board member 1921-1960 |
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| Robert Sessions Woodworth contributions |
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| Developed army recruitment screening tests, other tests with cattell, transfer of training |
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| S-R excitation not cause, S -> many R's, S-O-R, drives within O |
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| taught experimental methods |
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| Ivan Mikhailovich Sechenov |
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| Russian psychologist, wrote Reflexes of the brain |
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| puzzle boxes, APA president 1912 |
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| Learning in Thordikes's puzzle boxes |
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| no benefit from modeling, observation, manipulation, box-wise cats, trial & error, no escape = slower learning |
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| Thorndike's laws of learning |
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| exercise, readiness, proximity |
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| Thorndike the psychologist |
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| functionalist, behaviorist, comparative psychologist |
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| chair of psychology department at Johns Hopkins (1908), wrote Psychology as the behaviorist views it, APA president 1915, founding editor of JEP, little albert, Rosalie Raynor |
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| Psychology as the behaviorist views it |
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| Watson, psychology has failed as a science, consciousness not focal to psychology--introspection not required, psychologists should study behavior |
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| Three principles of behaviorism |
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| Psychology is the science of behavior, consciousness not the object of study, empiricism--publicly observable data |
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| skinner, the animal operates on the environment --> reinforecement |
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| Skinner's first major book, one of the most influential books in psychology, provided a system for prediction and control of freely emitted behavior with remarkable precisoin |
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| four criticisms of behavior of organisms |
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| pretentious title, neglected the work of others, restricted range of behavior, small samples (no statistics) |
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| Schedules of reinforcement |
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| Skinner; behavior depends on how/when reinforcement is given; characteristics for each FR, VR, FI, VI types of reinforcement |
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| skinner, describes shaping, chined responding |
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| project OrCon, Animals in space, Air crib |
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| Purposive behavior in animals and men |
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| Tolman, animal behavior is goal directed, rats learned cognitive map not rote pathway, focued on molar phenomena |
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| different rewards associated with improved behavior |
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| Determiners of behavior at a choice point |
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| three classes of variables: ivs, dvs, intervening variables (drives states o organism) |
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| Tolman on Latent learning |
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| Learning occured without explicit satisfiers (latent learning) |
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| APA president 1937, broadening of behaviorism |
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| Guthrie, contiguity of stimuli provide necessary and sufficient conditions for learning, parsimonious widely appreciated ultimately insufficient |
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| APA president, Dean of U Washington graduate school |
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| Aptitude testing, hypnosis, learning, APA president 1936 |
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| Hull's characteristics of science |
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Unambiguous postulates ħ Presented to allow logical deductions ħ Logical, empirical, testable predictions ħ Theorems based on experiments to confirm predictions |
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| Hull, most frequently cited book through the 60s, central postulate relates habit strength to reinforcement |
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| Principles of Behavior criticisms |
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| propositions based on tests of limited range--often from different response systems, testing in artificial conditions, predicted groups of rats not individuals |
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| central postulate of Principles of Behavior |
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SER = SHR x D x V x K ƒÞ SER is reaction potential ƒÞ SHR is habit strength, measured in ¡¥habs¡¦ ƒß 1 hab = 1% of maximum ƒß ¡§Habit strength is the tendency of a stimulus trace to evoke an associated response¡¨ ƒÞ D is drive level ƒÞ V is stimulus intensity ƒÞ K is incentive value |
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| Can one distinguish machine from human behavior? |
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| Proposed 'Universal Machine' |
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| 1st electronic computation device with stored programming, EDVAC, ENIAC |
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| Two important aspects: information measurement and information processing |
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| The magical number 7 plus or minus 2 |
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| Theory of mental responding, three tasks (simple RT, Go/NoGo RT, Choice RT), Task components (Perception, Identification, Response Selection, Response Execution), Subtraction method |
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| Saul Sternberg, based on Donders, scanning short-term memory, search is sequential and exaustive |
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| cognitive psychology, fully formed new approach to psychology |
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| Chronometric Explorations of Mind |
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| whenever you can, count; Anthropometrics; champion of the eugenics movement |
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| Kraepelin, Clusters of symptoms = syndromes, prognosis of given symptoms, basis for determining cause and remidiation, dementia praecox (non-elderly) |
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| exogenous dementia praecox |
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| paranoid, manic depressive |
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| endogenous dementia praecox |
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| first psychology lab in France, tests to separate normal for 'educationally refractory' children |
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Tests of elementary school ƒß Rate of tapping, judgment of line length distinguished very bright from very dull ƒß No other associations ƒÞ Brought Binet¡¦s tests to US (as Simon-Binet) ƒß Vineland Institute for Backward Children, NJ, 1909 |
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| Longitudinal study of exceptional children |
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| Psychological Clinic, Clinical psychology |
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| Witmer’s Clinical Psychology |
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Four points of applied psychology (1) Investigate phenomena of mental/moral retardation (2) Clinic for treatment of children Practical internships, training programs for (3) Medicine, teachers, social workers (4) Psychological expert |
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| Psychometrics in World War I (including tests developed and results) |
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Need for assessment of troops (assignments, deployment, intelligence) Robert Yerkes (APA President) & Cattell organized psychologists to serve in mental testing ƒÞ Tests Developed: ƒß Army Alpha: following directions, arithmetic, synonyms & antonyms ƒß Army Beta (for non-English literates) ƒß Woodworth Personal Data Sheet (psychoneurotic inventory) Results „³ growth of psychometrics and societal inequities |
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| Woodworth personal data sheet |
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ħ 1st psychoneurotic inventory ħ First objective personality test (screen soldiers as fit for duty) |
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| pushed for certification of clinical psychologists |
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| Psychotherapy begins: three sources |
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1. Freud¡¦s Descendants ƒß Jung and his students, Alfred Adler, Otto Rank ƒß Hormic Psychology (refers to innate drives and motivations) 2. Social Relation Psychologists ¡V Individual Differences ƒß Kurt Lewin (topology, life space) ƒÞ Social context influences in ƒß Gordon Alport (schemas as neuropsychic systems) ƒÞ Individual schemas affect social relations 3. Psychologists in Education / Neurological settings ƒß Including Carl Rogers ƒß Most outside of APA |
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| Intersociety Convention in 1943 |
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ƒß Lead by David Shakow and Robert Yerkes ƒß Suggested unification under APA ƒß Changes to membership regulations ƒÞ PhD. OR Prior Associate Membership ƒÞ Research publication OR 4 years professional experience ƒÞ New associate membership for < PhD but working in psychology ƒß Purpose of APA: To advance the science and practice of psychology |
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ƒß Provide standards for training clinical psychologists ƒÞ Clinical Psychologists to ƒß Be Scientist ¡V Practitioners ƒß Equal training in Science and Clinical Practice ƒß Receive the PhD ƒß Specialize in Post-Doctoral Training |
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| Training of clinical psychologists |
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ƒÞ Clinical Training Includes ƒß Observation ƒß Interviewing ƒß Objective Testing ƒß Projective Procedures ƒß Case Integration for Treatment and Research ƒß Therapy / Remediation ƒß Research Techniques (Utilizing Data from Treatment) ƒÞ Recommend: Integration of coursework with practical experience ƒÞ Complete psychotherapy training with extended postdoctoral experience. |
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| core areas of clinical psychology training |
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ƒß Systems (the history of approaches to psychology) ƒß Human Physiology (Biological Psychology) ƒß Experimental Psychology ƒß Social Relations ƒß Research Training ƒÞ Including clinical research methodology ƒß Individual Differences ƒÞ Psychopathology, Personality, Personality Assessment ƒß Psychotherapy and Clinical Medicine (incl. Practical Experience and working with other professionals and community resources |
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| Chicago Conference – 1965 |
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| Re-emphasized Ph.D., scientist-practitioner model |
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Professional model focused on direct delivery of services (parallel to MD training) ƒß Emphasized delivery to diverse populations ƒß Degrees included Psy.D. ƒÞ Training to include early exposure to service delivery ƒÞ MA-level certification for ƒß School Psych, Industrial Psych, Sports Psych, et. ƒÞ Much of the content and focus of current CoA policies reflects priorities of Vail. ƒÞ Critics of Vail: devaluation of scientific content |
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