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| Spencer: knowledge and experience can be explained by evolution |
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| Spencer: evolution applies to everything including mind & behavior |
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| Woodworth: motivations & psychology which cause behavior |
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| James: physiological influences on behavior |
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| James: consciousness is a continuous flowing process & attempts to reduce it to its elements destroy it |
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| James: doctrine that validity of ideas is measured by their practical consequences |
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| James: material, social, & spiritual self |
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| Calkins & James: men show wider range & variation of physical & mental development than women; the abilities of women are more average |
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| innate motherhood instinct |
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| Leta Hollingworth: social, not biological influences drive women to motherhood |
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| Hall: psychological development of children repeats the history of the human race |
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| Functionalism according to Carr |
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| psychology as mental activity- memory perception, feeling, imagination, judgement, & will. |
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| Woodworth: influence of causal factors & motivations on feelings and behavior |
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| Hollingworth - sought to prove that caffeine was not a drug |
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| Cattell: tests of motor skills & sensory capacities; intelligence tests use more complex measures of mental abilities |
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| Terman & Binet: teh age at which children of average ability can perform certain tasks |
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| Intelligence quotient (IQ) |
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| Stanford binet: mental age/chronological age * 100 |
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| Otis: beta - non english speaking & illiterate |
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| Goddard: racial differences in IQ |
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| Florence L. Goodenough: non-verbal IQ test for kids |
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| Witmer: concerns children with educational difficulties |
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| Industrial Organizational Psychology |
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| Scott: Psychology of Advertising & Business |
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| multi-year study regarding human relations, motivation, & morale. Work environment employee study. |
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| horse thought to be able to do math problems - really only ressponded to head movements. |
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| Involuntary forced movement |
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| Loeb: association between S/R to indicate consciousness in animals |
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| Thorndike: Mechanism from which cats had to escape using a lever |
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| Thorndike approach to learning based on S/R connections |
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| Thorndike: Accidental success learning is based on repetition of response tendencies that lead to success |
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| Thorndike: Acts that produce satisfaction in a given situation become associated with the situation; when the situation recurs, the act is likely to recur |
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| Thorndike: Law of use & disuse says that the more an act or response is used in a given situation, the more strongly the act becomes associated with that situation |
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| Pavlov: reflexes that are conditional or dependent on the formation of an association or connection between S/R |
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| Pavlov original name for conditioned reflexes |
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| Pavlov's lab that created a sterile experimental environment |
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| Twitmyer's studies on stimulus |
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| Bekhterev: reflexes that can be elicited not only by unconditioned stimuli but also by stimuli that hav become associated with that unconditioned stimuli |
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| Watson's famous subject- steel bar unconditioned response fear |
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| Lahley: the efficiency of learning is a function of the total mass of cortical tissue |
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| Lashley: The idea that one part of the cerebral cortex is essentially equal to another in its contribution to learning |
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| responses that can't be overtly seen (aka body temperature) but are measureable |
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| responses that can be overtly seen |
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| Watson & McDougall debates: Watson did not believe in free will - McDougall did |
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| Bridgman: physical concept can be defined in precise terms related to the set of operations or procedures by which it is determined |
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| Tolman: combining objective study of behavior with consideration of purposiveness or goal orientation in behavior |
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| Tolman: unobserved & inferred factors in an organism that determine behavior |
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| Hull: state of tissue need that arouses or activates behavior |
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| Hypothetic-deductive method |
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| Hull: method for establishing postulates from experimentally testable conclusions that can be deduced |
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| law of Primary Reinforcement |
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| Hull: S?R relationship is followed by a reduction in bodily need, the probability increases that later the same stimulus will evoke the same response |
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| Hull: The strength of the S?R connection which is a number of reinforcements |
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| Skinner: learning situation that involves behavior emitted by an organism rather than elicited by a detectable stimulus |
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| Skinner: the strength of an operant behavior is increased when it is followed byt eh presentation of a reinforcing stimulus |
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| Skinner: the use of positive reinforcement to control or modify behaviors of individuals or groups |
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| Bandura: learning can occur by observation of consequences of others' behavior |
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| Bandura: ones sense of self esteem and competence in dealing with life problems |
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| Rotter: perceived sources of reinforcement: Internal vs. External. Example: internal - I studied hard and got an A. External - the test was easy, so I got an A |
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| Skinner: trained animals who performed complex behaviors |
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| Methodological behaviorism |
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| label for behaviorists who include internal states int heir systems |
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| Hull: innate biological need states |
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| Skinner & Watson's view of behavior free from internal states |
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| Bridgman: Variables are defined based on how they can be measured |
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