History, Philosophy and Systems of Psychology

History, Philosophy and Systems of Psychology Spring 2011 Professor: Dr. Linda M. Woolf Office Hours: Monday, Wednesday, and Friday, 10:00-11:00 a.m. or email for an appointment. 301 WH, Behavioral and Social Sciences Department. woolflm@webster.edu Woolf Web Page: http://www.webster.edu/~woolflm/ Phone 968-6970 or 968-7062 Texts: Goodwin, C. J. (2008). A history of modern psychology. Hoboken, NJ: Wiley. Course Description: A perusal of the various journals in psychology or an examination of any psychology conference schedule seems to suggest that psychology is a highly disjointed discipline. However, psychology is unified through its historical traditions and systems of thought. In this course, we will explore the roots of modern psychological thought and methodology. We will trace these roots from their origins in philosophy and the natural sciences through the early schools of psychology and on into its current form. In addition to learning about the major schools and systems of psychology (e. g., Functionalism, Structuralism, Gestalt, etc.), we will explore how cultural and political forces shaped the development of various psychological theories. We will also examine the lives and works of the men and women whose work created psychology's foundation. Through these explorations we will discover the common threads and patterns interwoven into the broad tapestry of psychology. Course Objectives: 1. Objective: To develop a basic understanding of the various processes of scientific development and change (e.g. paradigmatic theory, world hypotheses, Zeitgeist) 2. Objective: To become familiar with the chronological history of ideas which has contributed to the field of psychology. webster.edu/ /handssyllabuss11.html 1/10

3. Objective: To examine the historical context including political and cultural contexts within which the development of psychology as a discipline has taken place. 4. Objective: To be able to place current psychological thought within that historical development and context. 5. Objective: To recognize the role of women and people of color in the history of psychology, both as researchers and as subjects of research. 6. Objective: To learn about the major figures and schools of thought in psychology's history. 7. Objective: To be aware of the current changes occurring within psychology as a discipline and the history of some of the more recent subdisciplines within psychology. 8. Objective: To critically evaluate and examine an individual or concept related to the history of psychology in more depth. Course Outcomes: 1. Outcome: Students will be able to discuss the various theories related to the manner in which changes occurs in the history of science (e.g. paradigmatic theory, world hypotheses, Zeitgeist) 2. Outcome: Students will be able to outline the history of major schools of psychology. 3. Outcome: Students will be able to discuss the historical context including political and cultural contexts within which the development of psychology as a discipline has taken place. 4. Outcome: Students will be able identify the place of current psychological thought within historical development and context. 5. Outcome: Students will be able to discuss the role of women and people of color in the history of psychology, both as researchers and as subjects of research. 6. Outcome: Students will be able to identify the the major figures and schools of thought in psychology's history. 7. Outcome: Students will become aware of the current changes occurring within psychology as a discipline and the history of some of the more recent subdisciplines within psychology. Students will be able to discuss in depth the history of a single subdiscipline within the field of psychology. 8. Outcome: Students will be able to critically evaluate and examine an individual or concept related to the history of psychology in more depth. Class Meetings: The class will meet on Tuesdays from 5:30-9:30. Attendance is expected as material will be presented that is not in the book. Incoming Competency: webster.edu/ /handssyllabuss11.html 2/10

All students should have completed 9 hours of psychology and should be capable of integrating and evaluating information, critical thinking, and writing at the 3000 level. Course Requirements: Three exams, a term paper, and group project. All grades will be assigned on a scale of 0-100 with: 90-100 A-,A Superior Work 80-89 B-,B,B+ Good Work 70-79 C-,C,C+ Satisfactory Work 60-69 D,D+ Passing, but less than Satisfactory Less than 60 F Failing Percent of Grade: Examinations 75% Term Paper 15% Group Project 10% Examinations: Examination format will include multiple choice, short answer, matching, and essay. They will cover material presented in lecture, readings, and discussion. Three examinations will be given. Each exam will constitute 25% of your final grade. POLICY STATEMENTS: All exams must be taken on the date scheduled except in case of an emergency. In case of the above, the instructor must be notified in advance that a test is going to be missed. No make-up exams will be provided if you fail to notify and discuss your situation with the instructor. No extra credit work will be made available to make-up for a poor test grade. Term Paper: Students will be required to write a term paper of 7-10 pages (approximately 2300 to 3000 words). The purpose of the paper is to provide you, the student, with an opportunity to explore an another area within the history and systems of psychology, in depth. You may, for example, you might want to explore a particular concept in the history of psychology or review the works of a key figure. You must include at least 8 references. The majority of your references should be from PRIMARY SOURCES and NOT others' works on the topic or individual. A half page abstract (description of your paper) is due by March 26 via email - woolflm@webster.edu. The final paper is due April 30, 2011. Note: No papers will be accepted concerning Freud, Skinner, or any other theorist that is highly known. The goal is for you to learn more about individuals or ideas that are important within the history of psychology but are less familiar to you. Any paper concerning an individual or topic related to women in the history of webster.edu/ /handssyllabuss11.html 3/10

psychology will be considered for inclusion on the Women's Intellectual Contributions to the Study of Mind and Society web site. All papers must be submitted electronically in Word format to woolflm@webster.edu All papers must be typed, double-spaced, have 1 inch margins and in APA format. If you are in doubt as to what this means, see me for details. or Purchase or go to the library to view a copy of the APA 6th Edition Publication Manual Go to OWL Purdue Online Writing Lab Group Presentation: Individuals will be assigned to groups during the third week of class. Each group will be responsible for presenting the history of one of the subfields of psychology to the class during the final week of class. Some of the subfields that individuals might want to consider include: Developmental Psychology Environmental Psychology Forensic Psychology Health Psychology Organizational Psychology Peace Psychology School Psychology Social Psychology Students are not limited by these suggestions but all group topics must be approved by the instructor. Each member of the group must provide an outline and references (in APA format) to the class. Note that each member of the group will be graded individually. There can be no more than three people in a group! Extra Credit Opportunity! For 10 points each (10 is the maximum points possible for a single report but may be lower depending on the quality of the report), you may listen to a History of Psychology podcast and write a report about the podcast (3 podcast maximum - although if you do not like the points received on a podcast report, you may complete an additional podcast to replace the report with the lower grade). You need to include: Discuss the major ideas presented in the podcast Discuss any differences of similarities between the material in the podcast and the book Discuss what you found to be the most interesting or new points you learned from the podcast Podcast can be listed to at http://www.yorku.ca/christo/podcasts/. These can also be downloaded through itunes - just search podcasts for the This webster.edu/ /handssyllabuss11.html 4/10

Policy Statements: Week in the History of Psychology (Christopher Green). Podcast reports may be submitted at any point in the semester until April 24. Absolutely NO reports will be accepted following that deadline. Keep this deadline in mind and don't wait until the last minute. Absolutely no extensions will be granted regardless of the legitimacy of the problem that may arise (e.g., computer crashes, power outages, illness, etc.). All papers must be submitted electronically in Word format to woolflm@webster.edu Use of Electronic Devices in the Classroom: Please respect others in the class by turning off all cell phones and pagers before entering the room. Text messaging during class is not acceptable. Laptops may be used in class but are only to be utilized for class related activities (e.g., taking notes). If it becomes apparent you are using the computer for non-class activities (e.g., checking your email, playing games) then you may be asked to turn off your computer and refrain from bringing it into class in the future. Laptop use is restricted to the back or sides of the classroom so that other students are not distracted during lecture. Plagiarism (attempting to pass off the work of another as one's own) is not acceptable. Plagiarism includes copying all or part of another's writings (even a single sentence), inappropriate paraphrasing, using another student's paper as your own, submitting a paper for more than one class. All papers will be submitted to the university's plagiarism database for review. Plagiarism, either intentional or unintentional, will result in a grade of 0 for that assignment but also may be turned over to the appropriate university source for disciplinary action and a grade of F for the course. In addition, cheating on exams will also result in the same fate. Here are some Web sites that will help you avoid the problem of plagiarism particularly plagiarism resulting from paraphrasing too closely to the original source. - Establishing Authorship by Paul C. Smith, Alverno College How to Avoid Plagiarism Tutorial The University of Indiana's Online Plagiarism Tutorial - You can print out a certificate of completion! It should be noted that, as is common in many university courses, little time will be spent lecturing on topics adequately addressed by the text. Students are expected to arrive at class meetings having already read the material assigned, and to ask questions to clarify any areas that remain unclear. While every attempt will be made to explain or expand upon particularly difficult areas, the primary purpose of classroom lecture is to enhance, rather than to duplicate, the textbook material. Late withdraws from this class will not be approved by the instructor except in cases of emergency discussed with the instructor. No late withdraws will be approved on webster.edu/ /handssyllabuss11.html 5/10

the basis of poor class performance. This syllabus is subject to change at the instructor's discretion. All changes concerning course requirements will be provided in writing. Changes concerning exam dates may be made at the instructor's discretion and communicated verbally to the class. It is understood that remaining in this course (not dropping or withdrawing from this course) constitutes an agreement to abide by the terms outlined in this syllabus and an acceptance of the requirements outlined in this document. No grade of Incomplete will be issued for this course. Additional Web Resources! Publications by Robert H. Wozniak, Bryn Mawr College History & theory of psychology eprint archive History & philosophy of psychology Web resources (Division 26 of APA: History of Psychology Links site) Course Outline The schedule below provides a general guideline to the semester and is flexible based on any need for additional discussion of a particular topic. Optional Web resources are provided as a starting point for those who want to learn more about specific topics or theories discussed in class. Week March 15 Topic and Readings Introduction to the class The study of the history of psychology Philosophical influences Physiological influences Chapters 1-3 Kuhn and the paradigm concept Clark and Clarks' The development of consciousness of self and the emergence of racial identification in Negro preschool children Clark and Clarks' Skin color as a factor in racial identification of Negro preschool children webster.edu/ /handssyllabuss11.html 6/10

Christine Ladd Franklin's Endowed Professorships for Women Ethel Puffer Howes' Accepting the Universe Women's Intellectual Contributions to the Study of Mind and Society E. G. Boring's The women problem Descartes and mind-body dualism The philosophical foundations of experimental psychology March 22 Wundt and German Psychology Darwin Chapter 4 & 5 Fechner, Helmholtz, and Wundt Ebbinghaus' Memory: A contribution to experimental psychology Works of Charles Darwin Galton's Hereditary talent and character Thomas H. Huxley page Jean-Baptiste Lamarck page March 29 Exam I (Chapters 1-5) American Pioneers Structuralism and Functionalism Chapter 6 & 7 William James' The stream of consciousness James' What is an emotion? James' Does consciousness exist? The William James' page John Deweys' reflex arc Calkins' Association: An essay analytic and experimental Autobiography of Mary Whiton Calkins Calkin's APA Presidential address A reconciliation between structural and functional psychology Titchener's The postulates of a structural psychology Titchener's The schema of introspection Titchener's Brentano and Wundt: Empirical and experimental psychology webster.edu/ /handssyllabuss11.html 7/10

Washburn's APA Presidential address Introspection as an objective method Autobiography of Margaret Floy Washburn Angell's The province of functional psychology April 5 Functionalism's Legacy -- Applied Psychology Gestalt Chapter 8 & 9 J. M. Cattell's mental tests paper Binet's New methods for the diagnosis of the intellectual level of subnormals Henry L. Milton's Introduction to Binet's new methods Spearman's "General intelligence," objectively determined and measured Terman's The uses of intelligence tests Goddard's The Kallikak family: A study in the heredity of feeble-mindedness Hollingworth's Variability as related to sex differences in achievement: A critique Hollingworth's Differential action upon the sexes of forces which tend to segregate the feebleminded James Mark Baldwin Baldwin's Physical and mental tests Koffka's Perception: An introduction to the Gestalt-theorie Kohler's APA Presidential address Gestalt psychology today Wertheimer's Laws of organization in perceptual forms April 12 Exam II (Chapters 6-9) Behaviorism Chapter 10 & 11 Pavlov's Conditioned reflexes: An investigation of the physiological activity of the cerebral cortex Yerkes and Morgulis' (1909) Pavlov paper Watson and Rayner's Little Albert paper Titchener's On "Psychology as the behaviorist views it" webster.edu/ /handssyllabuss11.html 8/10

Lashley's The behavioristic interpretation of consciousness Robert's Wozniak's The theoretical roots of behaviorism Watson's Behavior and the concept of mental disease Hull's The conflicting psychologies of learning -- A way out Guthrie's APA Presidential address Psychological facts and psychological theory Skinner's Two types of conditioned reflex and a pseudo type Skinner's 'Superstition' in the pigeon Skinner's Are theories of learning necessary? Tolman's A new formula for behaviorism Tolman's Cognitive maps in rats and men Bandura's Transmisssion of aggressions through imitation of aggressive models Breland and Brelands' The misbehavior of organisms April 19 Mental Illness and Treatment Chapter 12 Sigmund Freud archives Freud's The interpretation of dreams Freud's The history of the psychoanalytic movement A history of hypnosis from Mesmer to Freud Jung's The association method Jung's General description of the types April 26 Psychology's Practitioners Psychological Science in the Post War Era Chapter 13 & 14 Maslow's A theory of human motivation Rogers' Significant aspects of client-centered therapy Roger's' APA Presidential Address Some observations on the organization of personality Jean Piaget Society Home Page Hebb's Drive and the CNS Festinger and Carlsmiths' Cognitive consequences of forced compliance Allport's Concepts of trait and personality APA's Recommended Graduate Training Program in Clinical Psychology webster.edu/ /handssyllabuss11.html 9/10

May 3 Exam III (Chapters 10-15) Allport's The psychologist's frame of reference Clark and Clarks' The development of consciousness of self and the emergence of racial identification in Negro preschool children Clark and Clarks' Skin color as a factor in racial identification of Negro preschool children Class Presentations To Linda M. Woolf's Web page webster.edu/ /handssyllabuss11.html 10/10