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Journal articles on the topic 'Psychology – History'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 July 2024

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1

Janabaevna, Kokkozova Janar. "HISTORY AND THEORY OF PSYCHOLOGY." American Journal of Social Science and Education Innovations 6, no. 3 (March 1, 2024): 119–21. http://dx.doi.org/10.37547/tajssei/volume06issue03-20.

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The study concludes that while social networks have a significant impact on adolescent personality development, the nature of this influence is complex and multifaceted. These insights contribute to a deeper understanding of the digital dimension of adolescent development, offering implications for parents, educators, and policymakers in supporting positive online experiences.

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2

Horkheimer, Max. "History and Psychology (1932)." Sententiae 39, no. 2 (December 29, 2020): 139–69. http://dx.doi.org/10.31649/sent39.02.139.

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The first Ukrainian translation of Max Horkheimer's article "History and Psychology" (Geschichte und Psychologie, 1932), made by Vitaly Bryzhnik under the scientific and literary editorship of Ivan Ivashchenko.

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3

Carr, Philippa. "Finnish Social Psychology Conference: Social Psychology of History and History of Social Psychology." Social Psychological Review 20, no. 1 (2018): 33–34. http://dx.doi.org/10.53841/bpsspr.2018.20.1.33.

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4

D., C. P., and David Hothersall. "History of Psychology." American Journal of Psychology 98, no. 1 (1985): 165. http://dx.doi.org/10.2307/1422781.

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5

Weidman, Nadine. "History of psychology." History of Psychology 19, no. 1 (2016): 1–2. http://dx.doi.org/10.1037/hop0000020.

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6

Münsterberg, Hugo. "Psychology and history." Psychological Review 101, no. 2 (1994): 230–36. http://dx.doi.org/10.1037/0033-295x.101.2.230.

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7

Webb, Wilse. "History of psychology." Theoretical & Philosophical Psychology 9, no. 1 (1989): 44–45. http://dx.doi.org/10.1037/h0091463.

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8

Suleymanov, Elchin, and Mehmet Shahingoz. "History and psychology." Filologiya məsələləri Journal of Philological Issues, no. 01 (2024): 310. http://dx.doi.org/10.59849/2224-9257.2024.1.310.

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9

Fuchs, Alfred H., Rand B. Evans, and Roger K. Thomas. "History of Psychology: Recurring Errors among Recent History of Psychology Textbooks." American Journal of Psychology 120, no. 3 (October 1, 2007): 477. http://dx.doi.org/10.2307/20445415.

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10

Hacker Hughes, Jamie, M. McCauley, and L. Wilson. "History of military psychology." Journal of the Royal Army Medical Corps 165, no. 2 (November 9, 2018): 68–70. http://dx.doi.org/10.1136/jramc-2018-001048.

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Military psychology is a specialist discipline within applied psychology. It entails the application of psychological science to military operations, systems and personnel. The specialty was formally founded during World War I in the UK and the USA, and it was integral to many early concepts and interventions for psychological and neuropsychological trauma. It also established a fundamental basis for the psychological assessment and selection of military personnel. During and after World War II, military psychology continued to make significant contributions to aviation psychology, cognitive testing, rehabilitation psychology and many models of psychotherapy. Military psychology now consists of several subspecialties, including clinical, research and occupational psychology, with the latter often referred to in the USA as industrial/organisational psychology. This article will provide an overview of the origins, history and current composition of military psychology in the UK, with select international illustrations also being offered.

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11

Richards, Graham. "Of What is History of Psychology a History?" British Journal for the History of Science 20, no. 2 (April 1987): 201–11. http://dx.doi.org/10.1017/s0007087400023748.

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The British Psychological Society having established a ‘Philosophy and History’ section, a fresh look at the nature of the History of Psychology is called for. In this paper, I would like to make a contribution to this by raising some conundrums which have yet to be adequately addressed. First, though, what has happened in the History of Psychology so far? Psychologists have been writing histories of their discipline since the turn of the century; Baldwin's History of Psychology appeared in 1913, for example, and the first volume of G. S. Brett's trilogy of the same title in 1912, a year which also saw Dessoir's Outlines of the History of Psychology translated into English. This early work was clearly aimed at providing a respectable genealogy for the nascent discipline; only about a fifth of Baldwin's work actually deals with experimental or empirical Psychology dating from later than the mid-nineteenth century, while Brett treats scientific approaches virtually as a coda to a survey of the history of the philosophy of mind. Psychology is presented as the legitimate heir to the main western philosophical tradition, sired on it, so to speak, by physiologists such as Helmholtz, Muller and Broca. In 1929, E. G. Boring published the first edition of his A History of Experimental Psychology, which dominated the field for decades along with Gardner Murphy's Historical Introduction of Modern Psychology of 1928, a lighter weight work but with a somewhat broader range, which served as an introductory text. Both went into subsequent editions, the latter as recently as 1972 (much enlarged). The series The History of Psychology in Autobiography, begun in 1930 and now in its seventh volume (1980), contains professional autobiographies by the ageing eminent of varying levels of self-disclosure, wit and informative value. It is not, however, until the 1960s that a self-conscious sub-discipline calling itself ‘History of Psychology’ emerges within Psychology, being pioneered by the late R. I. Watson in the United States. New histories begin appearing, including Kantor's very positivistic The Scientific Evolution of Psychology Vol. 1 of 1963 and Hearnshaw's A Short History of British Psychology of 1964. In 1965, the Journal for the History of the Behavioral Sciences was started, formally signalling the arrival of the new sub-discipline on the scene. Subsequent events warrant a more critical appraisal.

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12

Marina, Marko, and Ivan Karlić. "Between psychology and history." Nova prisutnost XVI, no. 2 (July 9, 2018): 332. http://dx.doi.org/10.31192/np.16.2.7.

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Historical Jesus Studies represent the attempts of historians and New Testament scholars to, using different methodologies, deduce certain facts about his life and acts. This present essay is primarily concerned with the standard methodology based on criteria of authenticity. By characterising this methodology in a clearer way, the article strives to critically analyse it, and show its disadvantages. The conclusion of the article is that the criteria of authenticity cannot be only basis of studying Historical Jesus, and that such criteria could be replaced by a more sophisticated approach. Basic problem with such criteria lies in the fact of their incompatibility with respect to the way history is remembered. Such a methodological approach assumes that history, if done properly, will be able to tell us how it really was. Also, trying to find exact words of Jesus does not take into account that people tend to remember gist of the event, not exact details. Numerous psychological studies have shown that. Also, very own act of remembering past events always includes present context. We are inclined to fill the gaps of our memory with things that are of great importance to us from the perspective of present events. Furthermore, present essay deals with specific criteria (e.g. Criterion of embarrassment, Criterion of dissimilarity etc.) and problems they have when one tries to use them as a means of getting to the real »historical« Jesus. The Criterion of dissimilarity, for example, ends up in a picture of historical Jesus whose foremost characteristics are his dissimilarity to Judaism. Getting there means that one has to have a presupposition that embeds anti-Judaism in methodology, a presupposition that is obviously wrong. Jesus was a 1st century Jewish teacher and that context is crucial if one wants to understand historical Jesus. The second part of the article presents a different approach to studying Historical Jesus based primarily on a more adequate understanding of the relationship between the past and the present. Also, this approach takes the studies of social memory and perception into consideration and use those studies when dealing with primary sources for Historical Jesus.

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13

Sato, Tatsuya, and Yoshiyuki Watanabe. "History of Clinical Psychology." Proceedings of the Annual Convention of the Japanese Psychological Association 82 (September 25, 2018): L—034—L—034. http://dx.doi.org/10.4992/pacjpa.82.0_l-034.

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14

Louw, Johann. "Psychology, History, and Society." South African Journal of Psychology 32, no. 1 (March 2002): 1–8. http://dx.doi.org/10.1177/008124630203200101.

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15

No authorship indicated. "History of psychology: Editor." History of Psychology 6, no. 2 (2003): C2. http://dx.doi.org/10.1037/1093-4510.6.2.c2.

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16

Danziger, Kurt. "Psychology and its history." Theory & Psychology 23, no. 6 (December 2013): 829–39. http://dx.doi.org/10.1177/0959354313502746.

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17

Sato, Tatsuya, Hazime Mizoguchi, Ayumu Arakawa, Souta Hidaka, Miki Takasuna, and Yasuo Nishikawa. "History of “History of Psychology” in Japan." Japanese Psychological Research 58 (May 17, 2016): 110–28. http://dx.doi.org/10.1111/jpr.12120.

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18

Hromik, Oleksandr. "PSYCHOLOGICAL FEATURES OF UKRAINIANS AT THE END OF THE 19TH AND IN THE FIRST QUARTER OF THE 20TH CENTURIES." Intermarum history policy culture, no. 14 (May 29, 2024): 36–55. http://dx.doi.org/10.35433/history.112068.

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The purpose of the article is to reveal the causal relationships of the processes of development of the psychology of the main social groups of Ukrainians at the end of the 19th ─ in the first quarter of the 20th centuries. The research methodology is primarily based on general scientific methods of analysis and synthesis, as well as the historical-genetic method. The work consistently uses the psychohistorical approach described by Lloyd DeMause. The scientific novelty consists in introducing information about the factors of transformation of the psychology of social groups of Ukrainians in the specified period, its main features, as well as their role in the interaction of these social groups during the Ukrainian revolution. The Conclusion. The causal relationship between the characteristic features of the psychology of social groups and the low consolidation of Ukrainian society during the national liberation movement of the first quarter of the 20th century is proven. It is shown that a significant role in the processes of psychological changes was played by the social environments which individuals encountered, and the correspondent experiences they acquired. It was found out that the main features of the psychology of Ukrainians in the specified period were lack of initiative, introversion, inferiority complex. The reason for their emergence was primarily the traumatic experience of contacts with representatives of the state apparatus, the church, and teachers.

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19

Yunsheng, Ju, and Mikhail O. Matveev. "HISTORY ОF CHINESE PSYCHOLOGY: OVERVIEW." Moscow University Psychology Bulletin, no. 2 (2022): 3–31. http://dx.doi.org/10.11621/vsp.2022.02.01.

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Background. Th is material will be very useful for Russian scientists, as it will allow them to evaluate the achievements of Chinese psychology. Th e authors of the article believe that Russian psychologists will be interested in the history, state of development and achievements of Chinese psychological science. Objective. Th is article presents the history of the development of Chinese psychology in various historical periods, and also presents the results of psychology research in various periods in China. Th e authors try to separate the basic terms “Chinese psychology” and “psychology in China”.Materials. In ancient times, there were quite a lot of scientifi c research, theories and ideas in China, but psychology (Xinlisue) as a scientifi c discipline was not. Th is term was borrowed from the Japanese language. Chinese psychology is divided into two parts: one is the Western theory of psychology, and the other is the theory of psychology of the indigenous peoples of China. Th is article clarifi es the content of only the second part. In modern China, psychology is a discipline that studies the objective laws of psychological phenomena. Modern Chinese psychology is gradually being formed and developed on the basis of ancient Chinese psychological ideas adapted to the needs of Chinese social development and incorporating the positive results of foreign modern psychological sciences, especially aft er the founding of the People’s Republic of China. Th e philosophical basis of Chinese psychology is Marxism, as well as the ideas of Mao Zedong, it is developing rapidly. Chinese psychologists note that China has its own cultural traditions that defi ne the identity of the Chinese psychological school. Methods. Making the goal achievemental, we will use such general scientifi c methods as the analysis of scientifi c literature, the comparative method, the method of generalization. Results. With the development of psychology, the importance of applied psychology has increased. Th e achievements of psychology are extremely important for such fi elds as education, medicine, and political science. In recent years, technological changes have aff ected all spheres of life, and the advent of the Internet has also given scope for new approaches and methods of theoretical and applied psychology research. Th anks to Internet technologies, Chinese psychology began to develop actively. Conclusion. Today, when psychology has become an independent science for more than 100 years of development, it is necessary to study the achievements of ancient Chinese psychological thought for four reasons: fi rstly, China is one of the birthplaces of psychology; secondly, Chinese psychology has enriched other psychological schools; thirdly, work is needed to create a psychological system with Chinese specifi cs Fourth, the study of Chinese psychology will allow you to study culture and join the knowledge of ancient Chinese thinkers

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20

Louw, Johann. "The History of Psychology, Applied Psychology, and Professionalisation." Applied Psychology 42, no. 1 (January 1993): 54–57. http://dx.doi.org/10.1111/j.1464-0597.1993.tb00722.x.

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21

Bagdonas, Albinas, Birutė Pociūtė, Eglė Rimkutė, and Gintautas Valickas. "The History of Lithuanian Psychology." European Psychologist 13, no. 3 (January 2008): 227–37. http://dx.doi.org/10.1027/1016-9040.13.3.227.

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The history of Lithuanian psychology parallels the sociopolitical history of the country. Due to repeated occupations of the country and other unfavorable conditions, scientific thought and innovations were delayed for decades. Development of psychology in Lithuania can be divided in three periods: (1) interwar (1918–1940), (2) Soviet occupation (1940–1990), and (3) regained independence (since 1990). Institutionalization of psychology is analyzed in four aspects: research, development of studies, applied practice, and scientific communication. The beginning of the professional psychology in Lithuania is inseparable from the establishment and activity of the University of Lithuania (later Vytautas Magnus University). Major tasks and activities that the first Lithuanian psychologists undertook during the interwar period were the dissemination of scientific psychological knowledge. Scientific research was consistent with the tendencies established in European psychology, in particular German psychology. During the Soviet period one of the positive facts was an increasing number of professional psychologists due to the renewal of studies (including doctoral studies) in psychology at Vilnius University. However, Lithuania never had state-supported institutions for scientific research in psychology. Due to the restoration of independence in 1990, more educational establishments (at present five universities) provide instruction for psychologists, new curricula of studies are being launched according to the internationally confirmed standard, the relationship of psychology with various practical fields is strengthening, and numerous institutions offer a wide variety of psychological services.

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22

Cox, Brian D. "Students’ Basic Philosophical Assumptions in History of Psychology: A Measure and Teaching Tool." Teaching of Psychology 24, no. 1 (February 1997): 39–41. http://dx.doi.org/10.1177/009862839702400110.

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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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23

Furumoto, Laurel. "On Textbook History of Psychology and Scientizing History." Psychological Inquiry 6, no. 2 (April 1995): 124–26. http://dx.doi.org/10.1207/s15327965pli0602_5.

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24

Seligman, Martin E. P. "Positive Psychology: A Personal History." Annual Review of Clinical Psychology 15, no. 1 (May 7, 2019): 1–23. http://dx.doi.org/10.1146/annurev-clinpsy-050718-095653.

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As president of the American Psychological Association in 1998, I organized researchers and practitioners to work on building well-being, not just on the traditional task of reducing ill-being. Substantial research then found that well-being causes many external benefits, including better physical and mental health. Among the applications of Positive Psychology are national psychological accounts of well-being, Positive Psychotherapy, the classification of strengths and virtues, Comprehensive Soldier Fitness, and Positive Education. Positive Psychology has spread beyond psychology into neuroscience, health, psychiatry, theology, and even to the humanities. Positive Psychology has many critics, and I comment on the strongest criticisms. I conclude with the hope that the building of well-being will become a cornerstone of morality, politics, and religion.

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25

Solso, Robert L., Christopher A. Hoffman, and David Joravsky. "Russian Psychology: A Critical History." American Journal of Psychology 104, no. 1 (1991): 158. http://dx.doi.org/10.2307/1422860.

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26

Grof, Stanislav. "Brief History of Transpersonal Psychology." International Journal of Transpersonal Studies 27, no. 1 (January 1, 2008): 46–54. http://dx.doi.org/10.24972/ijts.2008.27.1.46.

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27

Kozulin, Alex, and David Joravsky. "Russian Psychology: A Critical History." Journal of Interdisciplinary History 21, no. 1 (1990): 156. http://dx.doi.org/10.2307/204938.

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28

Semechkin, N. I. "Mass Psychology and Social History." Social Psychology and Society 11, no. 2 (2020): 20–37. http://dx.doi.org/10.17759/sps.2020110202.

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Objectives. Analyze the historical process and in particular the movements of the masses not from the familiar for Russian researchers positions of famous Karl Marx’s thesis: “being determines consciousness”, but from the opposite point of view — social existence is determined by the state of public social consciousness, with the purpose to see how the transformation of social consciousness towards its decollectivization and demythologization, that creates shocking mental discomfort, generates mass social movements unconsciously seeking back in time, which predetermines the course of social history. Background. Naive-spontaneous “materialism” of ordinary consciousness, but, even more surprising, scientists’ psychologists, makes it difficult to understand the real determinants of human behavior, that is, the fact that in the basis of individual behavior, and public life, and history in general lies not politics, not economics, but social psychology, that, contrary to the well-known Lenin’s’ aphorism, politics and economics are a concentrated representation of psychology. Methodology. Theoretical analysis of socio-philosophical and psychological literature; comparative-historical analysis. Conclusions. Transformation of public consciousness initiates the creation of utopian projects oriented into the past. Utopias evoke powerful social movements of the masses, fascinated by the irrational idea of returning to the “golden age,” in paradise. Thus, the dynamics of social-historical processes are determined not by economics and politics, but by the logic of the transformation of the archaic collective consciousness in the course of its individualization and demythologization.

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29

Valsiner, Jaan, and David Joravsky. "Russian Psychology: A Critical History." American Historical Review 96, no. 4 (October 1991): 1241. http://dx.doi.org/10.2307/2165139.

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30

Valentine, Elizabeth R. "History and Philosophy of Psychology." International Studies in the Philosophy of Science 26, no. 4 (December 2012): 460–63. http://dx.doi.org/10.1080/02698595.2012.748501.

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31

Leong, Frederick T. L., and Sumie Okazaki. "History of Asian American psychology." Cultural Diversity and Ethnic Minority Psychology 15, no. 4 (October 2009): 352–62. http://dx.doi.org/10.1037/a0016443.

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32

Eysenck, Michael W. "A social history of psychology." European Psychologist 9, no. 3 (January 2004): 189–90. http://dx.doi.org/10.1027/1016-9040.9.3.189.

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33

Rowan, John. "Some history of humanistic psychology." Humanistic Psychologist 32, no. 3 (2004): 221–38. http://dx.doi.org/10.1080/08873267.2004.9961753.

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34

Faye, Cathy. "A history of American psychology." Metascience 26, no. 2 (May 16, 2017): 325–28. http://dx.doi.org/10.1007/s11016-017-0191-0.

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35

Milar, Katharine S. "Readings in History of Psychology." Contemporary Psychology: A Journal of Reviews 42, no. 11 (November 1997): 991–92. http://dx.doi.org/10.1037/001382.

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36

Leahey, Thomas Hardy. "A pictorial history of psychology." Journal of the History of the Behavioral Sciences 34, no. 2 (1998): 190–92. http://dx.doi.org/10.1002/(sici)1520-6696(199821)34:2<190::aid-jhbs13>3.0.co;2-p.

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37

Woodward, William R. "A social history of psychology." Journal of the History of the Behavioral Sciences 41, no. 4 (2005): 408–10. http://dx.doi.org/10.1002/jhbs.20086.

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38

Ash, Mitchell G. "Historicizing Mind Science: Discourse, Practice, Subjectivity." Science in Context 5, no. 2 (1992): 193–207. http://dx.doi.org/10.1017/s0269889700001150.

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It is no longer necessary to defend current historiography of psychology against the strictures aimed at its early text book incarnations in the 1960s and 1970s. At that time, Robert Young (1966) and others denigrated then standard textbook histories of psychology for their amateurism and their justifications propaganda for specific standpoints in current psychology, disguised as history. Since then, at least some textbooks writers and working historians of psychology have made such criticisms their own (Leahey 1986; Furumoto 1989). The demand for textbook histories continues nonetheless. Psychology, at least in the United States, remains the only discipline that makes historical representations of itself in the form of “history and systems” courses an official part of its pedagogical canon, required, interestingly enough, for the license in clinical practice (see Ash 1983).1In the meantime, the professionalization of scholarship in history of psychology has proceeded apace. All of the trends visible in historical and social studies of other sciences, as well as in general cultural and intellectual history, are noe present in the historical study of psychology. Yet despite the visibility and social importance of psychology's various applications, and the prominence of certain schools of psychological thought such as behaviorism and psychoanalysis in contemporary cultural and political debate, the historiography of psychology has continued to hold a marginal position in history and social studies of science.

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39

Brock, Adrian C. "Psychologie in der DDR [Psychology in the GDR]." Journal of the History of the Behavioral Sciences 42, no. 4 (2006): 399–400. http://dx.doi.org/10.1002/jhbs.20193.

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40

Saforcada, Ernesto. "SANITARY PSYCHOLOGY. HISTORY, BASICS AND PERSPECTIVES." PSIENCIA Revista Latinoamericana de Ciencia Psicológica 4, no. 2 (November 1, 2012): 120–30. http://dx.doi.org/10.5872/psiencia/4.2.73.

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41

D., C. P., and Alex Kozulin. "Psychology in Utopia: Toward a Social History of Soviet Psychology." American Journal of Psychology 98, no. 1 (1985): 165. http://dx.doi.org/10.2307/1422782.

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42

Gray, J. A. "Psychology in Utopia. Toward a social history of Soviet psychology." Behaviour Research and Therapy 23, no. 4 (1985): 497. http://dx.doi.org/10.1016/0005-7967(85)90211-6.

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43

Milanese, Arnaud. "« History as psychology » : de quoi est faite une psychologie empiriste chez Bacon ?" Dix-septième siècle 265, no. 4 (2014): 619. http://dx.doi.org/10.3917/dss.144.0619.

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44

O'Neill, Patrick. "Social psychology and its history/La psychologie sociale et son histoire: Introduction." Canadian Psychology/Psychologie canadienne 33, no. 3 (1992): 521–22. http://dx.doi.org/10.1037/h0084667.

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45

Coleman, S. R., Philip Cola, and Sandra Webster. "Contributions to the History of Psychology: XCVIII. Topical Content of History-Of-Psychology Literature, 1975–1986." Psychological Reports 74, no. 2 (April 1994): 691–701. http://dx.doi.org/10.2466/pr0.1994.74.2.691.

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Psychological Abstracts was used to identify history-of-psychology literature published from 1975 through 1986. Perusal of these 1478 publications provided information on the principal topics of each. Disciplines, theories, and methodology were the most popular subjects of historical treatment; psychological apparatus was the least popular. Although psychoanalytic and behavioral topics were well-represented in the literature, topical diversity was the most prominent feature. Our findings were discussed in relation to (a) relevant factors that affect topical visibility, (b) the disciplinary status of the history of psychology, and (c) the issue of disunity in contemporary psychology.

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46

Morawski, Jill G., and Gail Agronick. "A Restive Legacy: The History of Feminist Work in Experimental and Cognitive Psychology." Psychology of Women Quarterly 15, no. 4 (December 1991): 567–79. http://dx.doi.org/10.1111/j.1471-6402.1991.tb00431.x.

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In the last century feminist psychologists have contributed to refining and improving research in experimental psychology. While the accomplishments are cause for celebration during the American Association of Psychology's (APA) Centennial year, especially given the sexism that has accompanied scientific practices, we need to examine more carefully the difficulties—past and present—that attend feminist efforts in the discipline. This brief article explores the strategies that feminist researchers have used to eliminate androcentrism and sexism from experimental and, more recently, cognitive psychology. Such historical reassessment not only reveals the multiple and insightful means by which feminist psychologists have proceeded, but also indicates that feminist work must continue to focus on epistemological and theoretical problems as well as methodological ones.

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47

Leahey, Thomas H., and John A. Mills. "Control: A History of Behavioral Psychology." Journal of American History 87, no. 2 (September 2000): 686. http://dx.doi.org/10.2307/2568841.

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48

Prewitt, Patricia Woods, and John A. Mills. "Control: A History of Behavioral Psychology." History of Education Quarterly 40, no. 4 (2000): 521. http://dx.doi.org/10.2307/369744.

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49

Padwa, Howard. "History of Psychiatry and Medical Psychology." Journal of Clinical Psychiatry 71, no. 05 (May 15, 2010): 658–59. http://dx.doi.org/10.4088/jcp.09bk05577whi.

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50

Brock, Adrian C. "The history of psychology in Germany." History of Psychology 19, no. 4 (November 2016): 373–75. http://dx.doi.org/10.1037/h0101589.

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