{"product_id":"a-history-of-modern-psychology-isbn-9781119779261","title":"A History of Modern Psychology","description":"\u003cp\u003e\u003ci\u003eA History of Modern Psychology\u003c\/i\u003e provides a thorough account of the philosophical roots and recent history of psychology. Focusing on the ideas, concepts, and research contributions of pioneer psychologists who worked in the nineteenth and twentieth centuries, Dr. C. James Goodwin helps undergraduate students connect psychology’s present with its rich past.\u003c\/p\u003e \u003cp\u003eNow in its sixth edition, \u003ci\u003eA History of Modern Psychology \u003c\/i\u003eprovidesexpanded coverage of the history of the applied areas of psychology, philosophical and physiological antecedents, and significant advancements in the field in the twenty-first century.\u003c\/p\u003e \u003cp\u003ePreface xi\u003c\/p\u003e \u003cp\u003eAcknowledgments xv\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 1 Introducing Psychology’s History 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhy Take This Course? 2\u003c\/p\u003e \u003cp\u003eWhy Study History? 2\u003c\/p\u003e \u003cp\u003eWhy Study Psychology’s History? 4\u003c\/p\u003e \u003cp\u003eKey Issues in Psychology’s History 6\u003c\/p\u003e \u003cp\u003ePresentism versus Historicism 7\u003c\/p\u003e \u003cp\u003eInternal versus External History 9\u003c\/p\u003e \u003cp\u003ePersonalistic versus Naturalistic History 10\u003c\/p\u003e \u003cp\u003eClose-Up: Edwin G. Boring (1886–1968) 11\u003c\/p\u003e \u003cp\u003eThis Book’s Point of View 14\u003c\/p\u003e \u003cp\u003eHistoriography: Doing and Writing History 14\u003c\/p\u003e \u003cp\u003eSources of Historical Data 15\u003c\/p\u003e \u003cp\u003eFrom the Miles Papers: Miles Meets His Academic Grandfather 17\u003c\/p\u003e \u003cp\u003eProblems with the Writing of History 18\u003c\/p\u003e \u003cp\u003eData Selection Problems 18\u003c\/p\u003e \u003cp\u003eInterpretation Problems 20\u003c\/p\u003e \u003cp\u003eDigital History 21\u003c\/p\u003e \u003cp\u003eApproaching Historical Truth 22\u003c\/p\u003e \u003cp\u003eSummary 23\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 2 The Philosophical Context 25\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eA Long Past 26\u003c\/p\u003e \u003cp\u003eRené Descartes (1596–1650): The Beginnings of Modern Philosophy and Science 26\u003c\/p\u003e \u003cp\u003eDescartes and the Rationalist Argument 28\u003c\/p\u003e \u003cp\u003eThe Cartesian System 29\u003c\/p\u003e \u003cp\u003eDescartes on the Reflex and Mind–Body Interaction 30\u003c\/p\u003e \u003cp\u003eThe British Empiricist Argument and the Associationists 33\u003c\/p\u003e \u003cp\u003eJohn Locke (1632–1704): The Origins of British Empiricism 33\u003c\/p\u003e \u003cp\u003eLocke on Human Understanding 33\u003c\/p\u003e \u003cp\u003eLocke on Education 35\u003c\/p\u003e \u003cp\u003eGeorge Berkeley (1685–1753): Applying Empiricism to Vision and Attacking Materialism 36\u003c\/p\u003e \u003cp\u003eBritish Associationism 38\u003c\/p\u003e \u003cp\u003eDavid Hume (1711–1776): The Rules of Association 38\u003c\/p\u003e \u003cp\u003eDavid Hartley (1705–1757): A Physiological Associationism 40\u003c\/p\u003e \u003cp\u003eClose-Up: Raising a Philosopher 42\u003c\/p\u003e \u003cp\u003eJohn Stuart Mill (1806–1873): The Pinnacle of British Empiricism\/Associationism 43\u003c\/p\u003e \u003cp\u003eMill’s Psychology 44\u003c\/p\u003e \u003cp\u003eMill’s Logic 45\u003c\/p\u003e \u003cp\u003eAlexander Bain (1818–1903): On the Verge of Psychological Science 46\u003c\/p\u003e \u003cp\u003eRationalist Responses to British Empiricism\/Associationism 48\u003c\/p\u003e \u003cp\u003eGottfried Wilhelm Leibniz (1646–1716) 48\u003c\/p\u003e \u003cp\u003eImmanuel Kant (1724–1804) 49\u003c\/p\u003e \u003cp\u003eIn Perspective: Philosophical Foundations 50\u003c\/p\u003e \u003cp\u003eSummary 51\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 3 the Scientific Context 53\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eHeroic Science in the Age of Enlightenment 54\u003c\/p\u003e \u003cp\u003eFunctioning of the Nervous System 55\u003c\/p\u003e \u003cp\u003eReflex Action 56\u003c\/p\u003e \u003cp\u003eThe Bell–Magendie Law 58\u003c\/p\u003e \u003cp\u003eThe Specific Energies of Nerves 59\u003c\/p\u003e \u003cp\u003eHelmholtz: The Physiologist’s Physiologist 60\u003c\/p\u003e \u003cp\u003eMeasuring the Speed of Neural Impulses 62\u003c\/p\u003e \u003cp\u003eHelmholtz on Vision and Audition 63\u003c\/p\u003e \u003cp\u003eHelmholtz and the Problem of Perception 64\u003c\/p\u003e \u003cp\u003eLocalization of Brain Function 65\u003c\/p\u003e \u003cp\u003eThe Phrenology of Gall and Spurzheim 65\u003c\/p\u003e \u003cp\u003eClose-Up: The Marketing of Phrenology 69\u003c\/p\u003e \u003cp\u003eFlourens and the Method of Ablation 72\u003c\/p\u003e \u003cp\u003eThe Clinical Method 73\u003c\/p\u003e \u003cp\u003eThe Remarkable Phineas Gage 73\u003c\/p\u003e \u003cp\u003eBroca and the Speech Center 74\u003c\/p\u003e \u003cp\u003eMapping the Brain: Electrical Stimulation 76\u003c\/p\u003e \u003cp\u003eNervous System Structure 77\u003c\/p\u003e \u003cp\u003eNeuron Theory 78\u003c\/p\u003e \u003cp\u003eSir Charles Sherrington: The Synapse 79\u003c\/p\u003e \u003cp\u003eFrom the Miles Papers: Miles Visits Sherrington in Oxford 81\u003c\/p\u003e \u003cp\u003eIn Perspective: The Nervous System and Behavior 81\u003c\/p\u003e \u003cp\u003eSummary 82\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 4 Wundt and German Psychology 84\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAn Education in Germany 85\u003c\/p\u003e \u003cp\u003eOn the Threshold of Experimental Psychology: Psychophysics 86\u003c\/p\u003e \u003cp\u003eJohann Herbart (1776–1841) 87\u003c\/p\u003e \u003cp\u003eErnst Weber (1795–1878) 88\u003c\/p\u003e \u003cp\u003eTwo-Point Thresholds 88\u003c\/p\u003e \u003cp\u003eWeber’s Law 88\u003c\/p\u003e \u003cp\u003eGustav Fechner (1801–1889) 89\u003c\/p\u003e \u003cp\u003eFechner’s Elements of Psychophysics 90\u003c\/p\u003e \u003cp\u003eWundt Establishes a New Psychology at Leipzig 91\u003c\/p\u003e \u003cp\u003eWilhelm Wundt (1832–1920): Creating a New Science 92\u003c\/p\u003e \u003cp\u003eWundt’s Conception of the New Psychology 93\u003c\/p\u003e \u003cp\u003eStudying Immediate Conscious Experience 94\u003c\/p\u003e \u003cp\u003eStudying Higher Mental Processes 95\u003c\/p\u003e \u003cp\u003eInside Wundt’s Laboratory 96\u003c\/p\u003e \u003cp\u003eSensation and Perception 96\u003c\/p\u003e \u003cp\u003eMental Chronometry 96\u003c\/p\u003e \u003cp\u003eClose-Up: An American in Leipzig 98\u003c\/p\u003e \u003cp\u003eRewriting History: The New and Improved Wundt 100\u003c\/p\u003e \u003cp\u003eThe Source of the Problem 100\u003c\/p\u003e \u003cp\u003eThe Rediscovery of Wundt 101\u003c\/p\u003e \u003cp\u003eThe Real Wundt 101\u003c\/p\u003e \u003cp\u003eThe Wundtian Legacy 102\u003c\/p\u003e \u003cp\u003eThe New Psychology Spreads 103\u003c\/p\u003e \u003cp\u003eHermann Ebbinghaus (1850–1909): The Experimental Study of Memory 103\u003c\/p\u003e \u003cp\u003eThe Ebbinghaus Forgetting Curve 106\u003c\/p\u003e \u003cp\u003eOther Contributions by Ebbinghaus 107\u003c\/p\u003e \u003cp\u003eG. E. Müller (1850–1934): The Experimentalist Prototype 107\u003c\/p\u003e \u003cp\u003eOswald Külpe (1862–1915): The Würzburg School 108\u003c\/p\u003e \u003cp\u003eMental Sets and Imageless Thoughts 110\u003c\/p\u003e \u003cp\u003eIn Perspective: A New Science 111\u003c\/p\u003e \u003cp\u003eSummary 112\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 5 Darwin’s Century: Evolutionary Thinking 113\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Species Problem 114\u003c\/p\u003e \u003cp\u003eCharles Darwin (1809–1882) and the Theory of Evolution 115\u003c\/p\u003e \u003cp\u003eThe Shaping of a Naturalist 115\u003c\/p\u003e \u003cp\u003eThe Voyage of the Beagle 117\u003c\/p\u003e \u003cp\u003eDarwin the Geologist 118\u003c\/p\u003e \u003cp\u003eDarwin the Zoologist 118\u003c\/p\u003e \u003cp\u003eThe Galapagos Islands 119\u003c\/p\u003e \u003cp\u003eThe Evolution of Darwin’s Theory 119\u003c\/p\u003e \u003cp\u003eDarwin’s Delay 121\u003c\/p\u003e \u003cp\u003eElements of the Theory of Evolution 123\u003c\/p\u003e \u003cp\u003eAfter the Origin of Species 124\u003c\/p\u003e \u003cp\u003eDarwin and Psychology’s History 125\u003c\/p\u003e \u003cp\u003eThe Origins of Comparative Psychology 126\u003c\/p\u003e \u003cp\u003eDarwin on the Evolution of Emotional Expressions 126\u003c\/p\u003e \u003cp\u003eClose-Up: Douglas Spalding and the Experimental Study of Instinct 129\u003c\/p\u003e \u003cp\u003eGeorge Romanes (1848–1894) and the Anecdotal Method 130\u003c\/p\u003e \u003cp\u003eConwy Lloyd Morgan (1852–1936) and his “Canon” 132\u003c\/p\u003e \u003cp\u003eComparative Psychology in America 134\u003c\/p\u003e \u003cp\u003eStudying Individual Differences 134\u003c\/p\u003e \u003cp\u003eFrancis Galton (1822–1911): Jack of All Sciences 134\u003c\/p\u003e \u003cp\u003eThe Nature of Intelligence 135\u003c\/p\u003e \u003cp\u003eThe Anthropometric Laboratory 138\u003c\/p\u003e \u003cp\u003eInvestigating Imagery and Association 138\u003c\/p\u003e \u003cp\u003eIn Perspective: Darwin’s Century 140\u003c\/p\u003e \u003cp\u003eSummary 140\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 6 American Pioneers 142\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003ePsychology in 19th-Century America 143\u003c\/p\u003e \u003cp\u003eFaculty Psychology 143\u003c\/p\u003e \u003cp\u003eAmerican Psychology’s First Textbook 144\u003c\/p\u003e \u003cp\u003eThe Modern University 145\u003c\/p\u003e \u003cp\u003eEducation for Women and Minorities 145\u003c\/p\u003e \u003cp\u003eWilliam James (1842–1910): The First of the “New” Psychologists in America 148\u003c\/p\u003e \u003cp\u003eThe Formative Years 149\u003c\/p\u003e \u003cp\u003eA Life at Harvard 150\u003c\/p\u003e \u003cp\u003eCreating American Psychology’s Most Famous Textbook 151\u003c\/p\u003e \u003cp\u003eOn Methodology 152\u003c\/p\u003e \u003cp\u003eConsciousness 152\u003c\/p\u003e \u003cp\u003eHabit 153\u003c\/p\u003e \u003cp\u003eEmotion 153\u003c\/p\u003e \u003cp\u003eJames’s Later Years 154\u003c\/p\u003e \u003cp\u003eSpiritualism and Mind Cures 155\u003c\/p\u003e \u003cp\u003eSumming Up William James 156\u003c\/p\u003e \u003cp\u003eG. Stanley Hall (1844–1924): Professionalizing the New Psychology 157\u003c\/p\u003e \u003cp\u003eHall’s Early Life and Education 157\u003c\/p\u003e \u003cp\u003eFrom Johns Hopkins to Clark 158\u003c\/p\u003e \u003cp\u003ePsychology at Clark 159\u003c\/p\u003e \u003cp\u003eClose-Up: Creating Maze Learning 160\u003c\/p\u003e \u003cp\u003eHall and Developmental Psychology 162\u003c\/p\u003e \u003cp\u003eHall and Psychoanalysis 163\u003c\/p\u003e \u003cp\u003eFrom the Miles Papers: Miles and the Invention of the Stylus Maze 165\u003c\/p\u003e \u003cp\u003eMary Whiton Calkins (1863–1930): Challenging the Male Monopoly 166\u003c\/p\u003e \u003cp\u003eCalkins’s Life and Work 166\u003c\/p\u003e \u003cp\u003eGraduate Education for Females 167\u003c\/p\u003e \u003cp\u003eCalkins’s Research on Association 167\u003c\/p\u003e \u003cp\u003eFrom Psychology to Philosophy 168\u003c\/p\u003e \u003cp\u003eOther Female Pioneers: Untold Lives 169\u003c\/p\u003e \u003cp\u003eChristine Ladd-Franklin (1847–1930) 169\u003c\/p\u003e \u003cp\u003eMargaret Floy Washburn (1871–1939) 170\u003c\/p\u003e \u003cp\u003eEthel Puffer (1872–1950) 171\u003c\/p\u003e \u003cp\u003eOther Pioneers: Ladd, Baldwin, and Jastrow 172\u003c\/p\u003e \u003cp\u003eGeorge Trumbull Ladd (1842–1921) 172\u003c\/p\u003e \u003cp\u003eJames Mark Baldwin (1861–1934) 173\u003c\/p\u003e \u003cp\u003eJoseph Jastrow (1863–1944) 175\u003c\/p\u003e \u003cp\u003eIn Perspective: The New Psychology at the Millennium 175\u003c\/p\u003e \u003cp\u003eSummary 176\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 7 Structural and Functional Psychologies 179\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eTitchener’s Psychology: Structuralism 180\u003c\/p\u003e \u003cp\u003eFrom Oxford to Leipzig to Ithaca 180\u003c\/p\u003e \u003cp\u003ePromoting Experimental Psychology at Cornell 181\u003c\/p\u003e \u003cp\u003eThe Manuals 183\u003c\/p\u003e \u003cp\u003eThe Experimentalists 185\u003c\/p\u003e \u003cp\u003eClose-Up: Titchener and the Status of Women in Experimental Psychology 186\u003c\/p\u003e \u003cp\u003eTitchener’s Structuralist System 187\u003c\/p\u003e \u003cp\u003eThe Introspective Habit 187\u003c\/p\u003e \u003cp\u003eThe Structural Elements of Human Conscious Experience 189\u003c\/p\u003e \u003cp\u003eEvaluating Titchener’s Contributions to Psychology 189\u003c\/p\u003e \u003cp\u003eFrom the Miles Papers: Miles and the Carlisle Conference 191\u003c\/p\u003e \u003cp\u003eAmerica’s Psychology: Functionalism 192\u003c\/p\u003e \u003cp\u003eThe Chicago Functionalists 193\u003c\/p\u003e \u003cp\u003eJohn Dewey (1859–1952): The Reflex Arc 194\u003c\/p\u003e \u003cp\u003eJames Angell (1869–1949): The Province of Functional Psychology 196\u003c\/p\u003e \u003cp\u003eHarvey Carr (1873–1954): The Maturing of Functionalism 198\u003c\/p\u003e \u003cp\u003eThe Columbia Functionalists 199\u003c\/p\u003e \u003cp\u003eJames McKeen Cattell (1860–1944): An American Galton 199\u003c\/p\u003e \u003cp\u003eEdward L. Thorndike (1874–1949): Cats in Puzzle Boxes 201\u003c\/p\u003e \u003cp\u003eRobert S. Woodworth (1869–1962): A Dynamic Psychology 206\u003c\/p\u003e \u003cp\u003eIn Perspective: Structural and Functional Psychologies 209\u003c\/p\u003e \u003cp\u003eSummary 210\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 8 Applying the New Psychology 212\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Push for Application 213\u003c\/p\u003e \u003cp\u003eFrom the Miles Papers: Miles and Stanford Football 214\u003c\/p\u003e \u003cp\u003eThe Mental Testing Movement 216\u003c\/p\u003e \u003cp\u003eAlfred Binet (1857–1911): The Birth of Modern Intelligence Testing 217\u003c\/p\u003e \u003cp\u003eThe Binet–Simon Scales 219\u003c\/p\u003e \u003cp\u003eHenry Goddard (1866–1957): Binet’s Test Comes to America 220\u003c\/p\u003e \u003cp\u003eThe Kallikaks 221\u003c\/p\u003e \u003cp\u003eGoddard and the Immigrants 224\u003c\/p\u003e \u003cp\u003eLewis Terman (1877–1956): Institutionalizing IQ 226\u003c\/p\u003e \u003cp\u003eThe Stanford–Binet IQ Test 227\u003c\/p\u003e \u003cp\u003eTerman Studies the Gifted 228\u003c\/p\u003e \u003cp\u003eClose-Up: Leta Hollingworth: Advocating for Gifted Children and Debunking Myths about Women 229\u003c\/p\u003e \u003cp\u003eRobert M. Yerkes (1876–1956): The Army Testing Program 231\u003c\/p\u003e \u003cp\u003eArmy Alpha and Army Beta 232\u003c\/p\u003e \u003cp\u003eThe Controversy over Intelligence 235\u003c\/p\u003e \u003cp\u003ePsychology Applied to Business 238\u003c\/p\u003e \u003cp\u003eHugo Münsterberg (1863–1916): The Diversity of Applied Psychology 238\u003c\/p\u003e \u003cp\u003eMünsterberg and Employee Selection 240\u003c\/p\u003e \u003cp\u003eOther Leading Industrial Psychologists in America 243\u003c\/p\u003e \u003cp\u003eWalter Van Dyke Bingham (1880–1952) 243\u003c\/p\u003e \u003cp\u003eLillian Moller Gilbreth (1878–1972) 244\u003c\/p\u003e \u003cp\u003eHarry Hollingworth (1880–1956) 245\u003c\/p\u003e \u003cp\u003eApplied Psychology in Europe—Psychotechnics 246\u003c\/p\u003e \u003cp\u003eIn Perspective: Applied Psychology 247\u003c\/p\u003e \u003cp\u003eSummary 248\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 9 Gestalt Psychology 250\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Origins and Early Development of Gestalt Psychology 251\u003c\/p\u003e \u003cp\u003eMax Wertheimer (1880–1943): Founding Gestalt Psychology 252\u003c\/p\u003e \u003cp\u003eKoffka (1886–1941) and Köhler (1887–1967): Cofounders 255\u003c\/p\u003e \u003cp\u003eClose-Up: A Case of Espionage? 256\u003c\/p\u003e \u003cp\u003eGestalt Psychology and Perception 258\u003c\/p\u003e \u003cp\u003ePrinciples of Perceptual Organization 258\u003c\/p\u003e \u003cp\u003eBehavioral versus Geographic Environments 261\u003c\/p\u003e \u003cp\u003eThe Gestalt Approach to Cognition and Learning 261\u003c\/p\u003e \u003cp\u003eKöhler on Insight in Apes 262\u003c\/p\u003e \u003cp\u003eWertheimer on Productive Thinking 263\u003c\/p\u003e \u003cp\u003eOther Gestalt Research on Cognition 264\u003c\/p\u003e \u003cp\u003eKurt Lewin (1890–1947): Expanding the Gestalt Vision 266\u003c\/p\u003e \u003cp\u003eEarly Life and Career 267\u003c\/p\u003e \u003cp\u003eFrom the Miles Papers: Miles Learns about the Nazi Version of Academic Freedom 268\u003c\/p\u003e \u003cp\u003eField Theory 269\u003c\/p\u003e \u003cp\u003eThe Zeigarnik Effect 270\u003c\/p\u003e \u003cp\u003eLewin as Developmental Psychologist 271\u003c\/p\u003e \u003cp\u003eLewin as Social Psychologist 272\u003c\/p\u003e \u003cp\u003eAction Research 273\u003c\/p\u003e \u003cp\u003eEvaluating Lewin 274\u003c\/p\u003e \u003cp\u003eIn Perspective: Gestalt Psychology in America 275\u003c\/p\u003e \u003cp\u003eSummary 276\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 10 the Origins of Behaviorism 278\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eBehaviorism’s Antecedents 279\u003c\/p\u003e \u003cp\u003eIvan Pavlov’s Life and Work 281\u003c\/p\u003e \u003cp\u003eThe Development of a Physiologist 281\u003c\/p\u003e \u003cp\u003eWorking in Pavlov’s Laboratory—The Physiology Factory 282\u003c\/p\u003e \u003cp\u003ePavlov’s Classical Conditioning Research 284\u003c\/p\u003e \u003cp\u003eConditioning and Extinction 285\u003c\/p\u003e \u003cp\u003eGeneralization and Differentiation 285\u003c\/p\u003e \u003cp\u003eExperimental Neurosis 286\u003c\/p\u003e \u003cp\u003eA Program of Research 286\u003c\/p\u003e \u003cp\u003ePavlov and the Soviets 287\u003c\/p\u003e \u003cp\u003ePavlov and the Americans 288\u003c\/p\u003e \u003cp\u003eClose-Up: Misportraying Pavlov’s Apparatus 289\u003c\/p\u003e \u003cp\u003eFrom the Miles Papers: Miles Entertains Pavlov 290\u003c\/p\u003e \u003cp\u003eJohn B. Watson and the Founding of Behaviorism 292\u003c\/p\u003e \u003cp\u003eThe Young Functionalist at Chicago 292\u003c\/p\u003e \u003cp\u003eThe Watson–Carr Maze Studies 293\u003c\/p\u003e \u003cp\u003eOpportunity Knocks at Johns Hopkins 294\u003c\/p\u003e \u003cp\u003eWatson and Animal Behavior 296\u003c\/p\u003e \u003cp\u003eWatson’s Behaviorist Manifesto 296\u003c\/p\u003e \u003cp\u003eWatson’s APA Presidential Address 298\u003c\/p\u003e \u003cp\u003eStudying Emotional Development 298\u003c\/p\u003e \u003cp\u003eThe Zenith and the Nadir of a Career: Little Albert 299\u003c\/p\u003e \u003cp\u003eA New Life in Advertising 302\u003c\/p\u003e \u003cp\u003ePopularizing Behaviorism 303\u003c\/p\u003e \u003cp\u003eEvaluating Watsonian Behaviorism 304\u003c\/p\u003e \u003cp\u003eBeyond the Schools of Psychology 306\u003c\/p\u003e \u003cp\u003eIn Perspective: Behaviorism’s Origins 307\u003c\/p\u003e \u003cp\u003eSummary 308\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 11 From Neobehaviorism To Cognitive Psychology 310\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003ePost-Watsonian Behaviorism 311\u003c\/p\u003e \u003cp\u003eOperationism and Positivism 312\u003c\/p\u003e \u003cp\u003eNeobehaviorism 313\u003c\/p\u003e \u003cp\u003eEdward C. Tolman (1886–1959): A Purposive Behaviorism 314\u003c\/p\u003e \u003cp\u003eTolman’s System 315\u003c\/p\u003e \u003cp\u003eMolar versus Molecular Behavior 316\u003c\/p\u003e \u003cp\u003eGoal-Directedness 316\u003c\/p\u003e \u003cp\u003eIntervening Variables 316\u003c\/p\u003e \u003cp\u003eFrom the Miles Papers: Miles and the Old Boys Network 318\u003c\/p\u003e \u003cp\u003eTolman’s Research Program 319\u003c\/p\u003e \u003cp\u003eLatent Learning 319\u003c\/p\u003e \u003cp\u003eCognitive Maps 320\u003c\/p\u003e \u003cp\u003eEvaluating Edward Tolman 321\u003c\/p\u003e \u003cp\u003eClark Hull (1884–1952): A Hypothetico-Deductive System 321\u003c\/p\u003e \u003cp\u003eHull’s System 324\u003c\/p\u003e \u003cp\u003ePostulate 4: Habit Strength 324\u003c\/p\u003e \u003cp\u003eReaction Potential 325\u003c\/p\u003e \u003cp\u003eEvaluating Clark Hull 326\u003c\/p\u003e \u003cp\u003eB. F. Skinner (1904–1990): A Radical Behaviorism 327\u003c\/p\u003e \u003cp\u003eThe Experimental Analysis of Behavior 329\u003c\/p\u003e \u003cp\u003eOperant Conditioning: A Primer 330\u003c\/p\u003e \u003cp\u003eSkinner and Theory 332\u003c\/p\u003e \u003cp\u003eSkinner and the Problem of Explanation 332\u003c\/p\u003e \u003cp\u003eA Technology of Behavior 333\u003c\/p\u003e \u003cp\u003eEvaluating B. F. Skinner 335\u003c\/p\u003e \u003cp\u003eCognitive Psychology Arrives (Again) 336\u003c\/p\u003e \u003cp\u003eThe Roots of Modern Cognitive Psychology 337\u003c\/p\u003e \u003cp\u003eJean Piaget (1896–1980): A Genetic Epistemology 337\u003c\/p\u003e \u003cp\u003eFrederick C. Bartlett (1886–1969): Constructing Memory 339\u003c\/p\u003e \u003cp\u003eA Convergence of Influences 340\u003c\/p\u003e \u003cp\u003eInfluences within Psychology 340\u003c\/p\u003e \u003cp\u003eInfluences External to Psychology 341\u003c\/p\u003e \u003cp\u003eClose-Up: What Revolution? 343\u003c\/p\u003e \u003cp\u003eMagical Numbers and Selective Filters 345\u003c\/p\u003e \u003cp\u003eNeisser and the “Naming” of Cognitive Psychology 347\u003c\/p\u003e \u003cp\u003eThe Evolution of Cognitive Psychology 348\u003c\/p\u003e \u003cp\u003eEvaluating Cognitive Psychology 349\u003c\/p\u003e \u003cp\u003eIn Perspective: Neobehaviorism and Cognitive Psychology 349\u003c\/p\u003e \u003cp\u003eSummary 350\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 12 Mental Illness and Its Treatment 353\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eEarly Treatment of the Mentally Ill 354\u003c\/p\u003e \u003cp\u003e“Enlightened” Reform: Pinel, Tuke, Rush 354\u003c\/p\u003e \u003cp\u003eThe 19th-Century Asylum Movement 356\u003c\/p\u003e \u003cp\u003eReforming Asylums: Dix and Beers 359\u003c\/p\u003e \u003cp\u003eClose-Up: Diagnosing Mental Illness 360\u003c\/p\u003e \u003cp\u003eMesmerism and Hypnosis 361\u003c\/p\u003e \u003cp\u003eMesmerism and Animal Magnetism 362\u003c\/p\u003e \u003cp\u003eFrom Mesmerism to Hypnosis 363\u003c\/p\u003e \u003cp\u003eThe Hypnotism Controversies 364\u003c\/p\u003e \u003cp\u003eSigmund Freud (1856–1939): Founding Psychoanalysis 366\u003c\/p\u003e \u003cp\u003eEarly Life and Education 367\u003c\/p\u003e \u003cp\u003eBreuer and the Catharsis Method 368\u003c\/p\u003e \u003cp\u003eCreating Psychoanalysis 370\u003c\/p\u003e \u003cp\u003eThe Importance of Sex 371\u003c\/p\u003e \u003cp\u003ePsychoanalysis Enters the 20th Century 372\u003c\/p\u003e \u003cp\u003eThe Evolution of Psychoanalytic Theory 373\u003c\/p\u003e \u003cp\u003eFreud’s Followers: Loyalty and Dissent 375\u003c\/p\u003e \u003cp\u003ePsychoanalysis in America 376\u003c\/p\u003e \u003cp\u003eEvaluating Freud 378\u003c\/p\u003e \u003cp\u003eOn the Plus Side. 378\u003c\/p\u003e \u003cp\u003eOn the Other Hand. 378\u003c\/p\u003e \u003cp\u003eIn Perspective: Treating Mental Illness 379\u003c\/p\u003e \u003cp\u003eSummary 380\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 13 Psychology’s Practitioners 382\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Medical Approach to Mental Illness 383\u003c\/p\u003e \u003cp\u003eA Shock to the System: Fever, Insulin, Metrazol, and Electricity 384\u003c\/p\u003e \u003cp\u003eClose-Up: Shell Shock 385\u003c\/p\u003e \u003cp\u003eNo Reversal: Lobotomy, Transorbital and Otherwise 387\u003c\/p\u003e \u003cp\u003eClinical Psychology Before World War II 389\u003c\/p\u003e \u003cp\u003eLightner Witmer (1867–1956): Creating Psychology’s First Clinic 390\u003c\/p\u003e \u003cp\u003eClinical Psychology Between the World Wars 392\u003c\/p\u003e \u003cp\u003eThe Emergence of Modern Clinical Psychology 394\u003c\/p\u003e \u003cp\u003eThe Boulder Model 394\u003c\/p\u003e \u003cp\u003eThe Eysenck Study: Problems for Psychotherapy 395\u003c\/p\u003e \u003cp\u003eBehavior Therapy 396\u003c\/p\u003e \u003cp\u003eThe Humanistic Approach to Psychotherapy 397\u003c\/p\u003e \u003cp\u003eAbraham Maslow and the Goal of Self-Actualization 398\u003c\/p\u003e \u003cp\u003eCarl Rogers and Client-Centered Therapy 399\u003c\/p\u003e \u003cp\u003eEvaluating Humanistic Psychology 401\u003c\/p\u003e \u003cp\u003eThe Vail Conference and the PsyD Degree 402\u003c\/p\u003e \u003cp\u003eClinical Diagnosis 403\u003c\/p\u003e \u003cp\u003eDiagnostic Tests: From the Rorschach to the Mmpi 404\u003c\/p\u003e \u003cp\u003ePsychology and the World of Business and Industry 405\u003c\/p\u003e \u003cp\u003eThe Hawthorne Studies 408\u003c\/p\u003e \u003cp\u003eIn Perspective: Psychology’s Practitioners 410\u003c\/p\u003e \u003cp\u003eSummary 410\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 14 Psychology’s Academic Subdisciplines 413\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAcademic Psychology After World War II 414\u003c\/p\u003e \u003cp\u003eClose-Up: The Uneasy Relationship Between Research and Practice 415\u003c\/p\u003e \u003cp\u003eThe Brain and Behavior 416\u003c\/p\u003e \u003cp\u003eFrom the Miles Papers: Miles Visits Lashley 416\u003c\/p\u003e \u003cp\u003eDonald O. Hebb (1904–1985): Cell Assemblies and Their Implications 417\u003c\/p\u003e \u003cp\u003eRoger Sperry (1913–1994): Splitting the Brain 419\u003c\/p\u003e \u003cp\u003eThe Psychology of Perception 421\u003c\/p\u003e \u003cp\u003eJames J. Gibson (1904–1979): Ecological Perception 421\u003c\/p\u003e \u003cp\u003eEleanor Gibson (1910–2002): Perceptual Development 423\u003c\/p\u003e \u003cp\u003eSocial Psychology 424\u003c\/p\u003e \u003cp\u003eLeon Festinger (1919–1989): Cognitive Dissonance Theory 425\u003c\/p\u003e \u003cp\u003eStanley Milgram (1933–1984): Obedience to Authority 427\u003c\/p\u003e \u003cp\u003ePersonality Psychology 430\u003c\/p\u003e \u003cp\u003eGordon Allport (1897–1967): Inventing Personality 430\u003c\/p\u003e \u003cp\u003eWalter Mischel (1930–2018): Marshmallows and Delay of Gratification 433\u003c\/p\u003e \u003cp\u003eDevelopmental Psychology 435\u003c\/p\u003e \u003cp\u003eMary Ainsworth (1913–1999): Varieties of Attachment 435\u003c\/p\u003e \u003cp\u003eAlbert Bandura (1925–2021): Observational Learning 437\u003c\/p\u003e \u003cp\u003eIn Perspective: Academic Psychology’s Subdisciplines 440\u003c\/p\u003e \u003cp\u003eSummary 440\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 15 Psychology in the 21st Century 441\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Growth and Diversity of Psychology 441\u003c\/p\u003e \u003cp\u003eWomen in Psychology’s History 442\u003c\/p\u003e \u003cp\u003eMinorities in Psychology’s History 443\u003c\/p\u003e \u003cp\u003eTrends in Modern Psychology 445\u003c\/p\u003e \u003cp\u003eThe Future: Psychology or Psychologies? 446\u003c\/p\u003e \u003cp\u003eSummary 448\u003c\/p\u003e \u003cp\u003eReferences R-1\u003c\/p\u003e \u003cp\u003eGlossary G-1\u003c\/p\u003e \u003cp\u003eIndex I-1\u003c\/p\u003e \u003cp\u003eTimelines T-1\u003c\/p\u003e  \u003cp\u003e\u003cb\u003eC. James Goodwin\u003c\/b\u003e is Professor of Psychology at Western Carolina University and Emeritus Professor of Psychology at Wheeling Jesuit University, where he taught for 30 years. He is a Fellow of the American Psychological Association and the author of two undergraduate textbooks.\u003c\/p\u003e","brand":"Wiley","offers":[{"title":"Default Title","offer_id":47988634517733,"sku":"NP9781119779261","price":152.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781119779261.jpg?v=1761781058","url":"https:\/\/k12savings.com\/es\/products\/a-history-of-modern-psychology-isbn-9781119779261","provider":"K12savings","version":"1.0","type":"link"}