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| Preface | |
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| Acknowledgments | |
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| Timeline of Philosophy and Psychology in the Context of General History | |
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| The Present: Globalization, Psychology, and History | |
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| Contemporary Psychology: Global Forces | |
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| Chapter Overview | |
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| Learning Objectives | |
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| Introduction | |
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| Globalization and the Field of Psychology | |
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| Coming Together: The Evolution of Globalization | |
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| The Three Worlds of Psychology | |
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| The Growth of Psychology Around the Globe | |
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| Global Psychological Associations | |
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| Functions of Internationally | |
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| Postmodernism and the Multicultural Movements | |
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| Postmodernism | |
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| A Reevaluation of Psychology | |
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| Cross-Cultural Psychology | |
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| Culture and Boundaries | |
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| Development Initiatives and the Call for Indigenization | |
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| Western Psychology in the Developing World | |
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| The Call for Indigenization | |
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| Systematic Deterrents to the Development of Psychology in the Developing World | |
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| Linking the Social and the Economic | |
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| Toward a Global Psychology Paradigm | |
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| History of Psychology: A Framework | |
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| Summary | |
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| Psychology: The American Approach | |
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| Chapter Overview | |
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| Learning Objectives | |
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| Introduction | |
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| Local-Global Dynamics in Psychology in America | |
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| American Psychological Association (APA) | |
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| Association for Psychological Science (APS) | |
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| Three Issues in American Psychology | |
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| Credentials | |
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| Diversity | |
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| Prescription Privileges | |
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| Definition and a New Vision for Psychology | |
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| Summary | |
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| Nature of History and Methods of Study | |
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| Chapter Overview | |
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| Learning Objectives | |
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| Introduction | |
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| What's Important | |
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| Making History | |
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| Approaches to the History of Psychology | |
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| Methods of Study in Psychology | |
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| Spiritualism and Science | |
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| Sorcery in Salem | |
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| The New History of Psychology | |
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| Paradigms and Revolutions | |
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| Specialization in Psychology | |
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| Psychology Makes a Difference | |
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| Summary | |
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| Early Philosophical and Biological Foundations of Scientific Psychology | |
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| Philosophical Foundations of Psychology | |
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| Chapter Overview | |
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| Learning Objectives | |
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| Introduction | |
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| The Dawn of Civilization-Four River Valley Civilizations | |
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| Early Explanatory Systems-Animism and Spirits | |
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| Early Philosophies and Religions | |
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| Confucianism and Taoism | |
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| Indian Religions: Hinduism and Buddhism | |
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| Judaism | |
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| Greek Philosophy | |
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| Thales | |
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| Anaximander and Pythagoras | |
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| The Eleatics | |
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| Heraclitus, Empedocles, and Democritus | |
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| Socrates | |
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| Plato | |
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| Aristotle | |
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| Roman Philosophies | |
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| Christianity | |
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| Islam | |
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| Islamic Science and Philosophy | |
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| Judaic Philosophers | |
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| Scholasticism-Thomas Aquinas and William of Occam | |
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| The Renaissance: The Place and the People | |
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| Francesco Petrarch | |
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| Martin Luther | |
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| Niccolo Machiavelli | |
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| Renaissance Science | |
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| Nicolas Copernicus | |
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| Galileo Galilei | |
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| Isaac Newton | |
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| Francis Bacon | |
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| The Modern Period: Rene Descartes | |
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| Summary | |
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| Biological Foundations of Psychology | |
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| Chapter Overview | |
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| Learning Objectives | |
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| Introduction | |
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| Mind-Body Relationship | |
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| Thomas Hobbes (1588-1679) | |
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| Spinal Cord Studies | |
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| Rene Descartes (1596-1650) | |
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| Robert Whytt (1714-1766) | |
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| Charles Bell (1774-1842) | |
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| Francois Magendie (1783-1855) | |
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| Bell-Magendie Law | |
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| Johannes Muller (1801-1858) | |
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| Neural Impulses | |
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| Brain Localization | |
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| Marie-Jean Pierre Flourens (1794-1867) | |
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| Pierre-Paul Broca (1824-1880) | |
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| Electrical Stimulation of the Brain | |
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| Phantom Limbs and Causalgia | |
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| Phineas Gage (1823-1860) | |
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| Neural Units and Processes | |
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| The Golgi-Ramon y Cajal Controversy | |
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| The Microelectrode | |
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| Cats, Pets, and MRI | |
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| Split Brains | |
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| Matters of the Mind | |
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| Decade of the Brain | |
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| Minds and Monkeys | |
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| Brain Challenges | |
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| Affect and Health | |
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| Summary | |
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| Phrenology, Mesmerism, and Hypnosis | |
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| Chapter Overview | |
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| Learning Objectives | |
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| Introduction | |
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| Mind and Soul | |
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| Baruch Spinoza (1632-1677) | |
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| Conscious and Unconscious Minds | |
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| Phrenology | |
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| Franz Joseph Gall (1758-1832) | |
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| Phrenology in America | |
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| Personality Assessment | |
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| Mesmerism | |
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| Franz Anton Mesmer (1734-1815) | |
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| Marquis de Puysegur (1751-1825) | |
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| Hypnosis | |
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| The Nancy School of Hypnosis | |
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| The Parisian School of Hypnosis | |
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| Laboratory Studies of Hypnosis | |
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| The State and Non-State Model of Hypnosis | |
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| Dissociation Theories of Hypnosis | |
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| Hypnotic Phenomena: Age Regression | |
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| Hypnosis and Clinical Psychology, Efficacy Studies, and Prevention | |
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| Psychoneuroimmunology | |
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| Summary | |
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| Associationism | |
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| Chapter Overview | |
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| Learning Objectives | |
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| Introduction | |
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| Origins of Human Knowledge | |
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| Empiricism | |
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| Revelation | |
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| Positivism | |
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| Associationism | |
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| The British Empiricists | |
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| John Locke (1632-1704) | |
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| George Berkeley (1685-1753) | |
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| David Hume (1711-1776) | |
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| The British Associationists | |
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| David Hartley (1705-1757) | |
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| The Family Mills | |
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| Alexander Bain (1818-1903) | |
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| Counterpoint-Immanuel Kant (1724-1804) | |
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| Associationism: Later Developments | |
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| Hermann Ebbinghaus (1850-1909) | |
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| Sensory Conditioning | |
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| Selective Deprivation Studies | |
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| Repressed Memories | |
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| The Seven Sins of Memory | |
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| Summary | |
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| Schools of Psychology | |
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| Voluntarism and Structuralism | |
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| Chapter Overview | |
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| Learning Objectives | |
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| Introduction | |
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| Psychophysical Laws and Consciousness | |
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| Weber's Law | |
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| Weber-Fechner Law | |
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| Stevens' Law | |
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| Wilhelm Wundt (1832-1920) | |
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| Establishment of Psychology as an Independent Science | |
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| Voluntarism: The Subject Matter and Method of Study | |
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| The Composition of Consciousness | |
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| Apperception | |
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| Mental Chronometry | |
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| Volkerpsychologie or Cultural Psychology | |
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| Alternatives to Voluntarism | |
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| Franz Brentano (1838-1917) and Act Psychology | |
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| Oswald Kulpe (1862-1915) and Imageless Thought | |
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| Edward Bradford Titchener (1867-1927) and Structuralism | |
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| The Origins of the Psychological Experiment | |
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| The Elements of Love | |
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| Summary | |
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| Functionalism | |
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| Chapter Overview | |
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| Learning Objectives | |
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| Introduction | |
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| Setting the Stage for Functionalism | |
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| Charles Darwin: Evolution Is Adaptive and Functional | |
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| Darwin and Psychology | |
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| The Legacy of Charles Darwin | |
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| Sir Francis Galton: To Quantify Is to Know | |
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| Galton and Psychology: Individual Differences | |
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| Herbert Spencer: Social Darwinism | |
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| Forerunners of Functionalism | |
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| William James: Psychologist, Philosopher, and Pragmatist | |
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| James as a Psychologist | |
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| James as a Philosopher | |
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| Granville Stanley Hall: Scientific and Professional Psychology | |
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| Hall Entering Psychology | |
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| Hall as an Established Psychologist | |
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| Hall and Scientific/Applied Psychology | |
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| The Founding of Functionalism | |
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| John Dewey: A Vermonter and Functionalist | |
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| Dewey and Education | |
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| James Rowland Angell: Popularizing Functionalism | |
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| Harvey A. Carr: A Mature Functionalism | |
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| Functionalism at Columbia University | |
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| James McKeen Cattell: A Quantifiable and Functional Psychology | |
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| Edward Lee Thorndike: Animal Behavior and Connectionism | |
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| Robert Sessions Woodworth: Author and Educator | |
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| The Legacy of Functionalism and Contemporary Issues | |
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| Hugo Munsterberg: Popularizing Applied Psychology | |
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| Forensic Psychology | |
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| Clinical Psychology | |
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| Industrial/Applied Psychology | |
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| Lightner Witmer: The Beginnings of Clinical Psychology | |
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| A Functional Future | |
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| Summary | |
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| Behaviorism | |
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| Chapter Overview | |
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| Learning Objectives | |
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| Introduction | |
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| Models of Learning | |
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| Stimulus-Response (S-R) | |
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| Stimulus-Organism-Response (S-O-R) | |
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| Response (R) | |
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| Mind, Motion, and Mapping: The Beginning | |
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| John Broadus Watson (1878-1958) | |
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| Emotions, Thinking, and Instinct | |
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| Karl Lashley (1890-1958) | |
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| Mass Action and Equipotentiality | |
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| Pavlovian or Classical Conditioning | |
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| Basic Pavlovian Conditioning | |
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| Applied Pavlovian Conditioning | |
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| Neobehaviorism | |
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| Clark Hull (1884-1952) | |
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| Methodology and Learning | |
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| Hypothetico-Deductive Theory of Behavior | |
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| Drive Reduction Theory of Learning | |
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| |
| Edward Chace Tolman (1886-1959) | |
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| |
| Fundamental Ideas | |
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| Theory and Experiments | |
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| |
| Orval Hobart Mowrer (1907-1983) | |
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| Two-Factor Theory of Learning | |
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| Emotional Conditioning | |
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| Burrhus Fredric Skinner (1904-1990) | |
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| Types of Conditioning | |
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| |
| Schedules of Reinforcement | |
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| Law of Acquisition | |
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| Behavioral Technology | |
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| Martin Seligman (1942-) | |
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| Learned Helplessness | |
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| Learned Optimism | |
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| Explanatory Style | |
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| Albert Bandura (1925-) | |
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| Social Learning | |
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| Self-Efficacy | |
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| Self-Regulation | |
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| Positive Psychology | |
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| Summary | |
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| Gestalt Psychology | |
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| |
| Chapter Overview | |
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| Learning Objectives | |
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| Introduction: The Figure and the Ground | |
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| Laying the Groundwork for Revolution | |
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| Max Wertheimer (1880-1943) | |
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| Phi Phenomenon | |
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| Gestalt Principles of Perceptual Organization | |
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| Productive Thinking | |
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| Kurt Koffka (1886-1941) | |
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| Wolfgang Kohler (1887-1967) | |
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| The Mentality of Apes | |
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| Coming to America | |
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| From Structuralism to Behaviorism | |
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| Kurt Lewin (1890-1947) | |
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| Field Theory | |
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| The Zeigarnik Effect | |
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| Lewin in America | |
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| The Child Welfare Research Station | |
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| Action Research | |
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| Expanding Gestalt's Influence | |
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| Gestalt Therapy | |
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| Gestalt Psychology Today | |
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| Summary | |
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| Psychoanalysis | |
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| |
| Chapter Overview | |
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| Learning Objectives | |
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| Introduction | |
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| Setting the Stage: Antecedent Influences on Psychoanalysis | |
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| The History of Attitudes/Ideas Concerning Psychopathology | |
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| Sigmund Freud (1856-1939) | |
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| Early Life | |
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| The Development of Psychoanalysis | |
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| Breuer and the Case of Anna O., Studies on Hysteria | |
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| Freud's Seduction Theory | |
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| The Interpretation of Dreams | |
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| The Psychopathology of Everyday Life | |
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| Building a Legacy: Freud and His "Naughty Boys" | |
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| Freud in America | |
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| Theory of Personality Development | |
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| Freud in Exile | |
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| The Last Year | |
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| Following in Freud's Footsteps | |
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| Anna Freud: Child Psychoanalysis | |
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| Ernest Jones | |
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| Carl Jung (1875-1961) | |
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| The Final Break | |
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| Psychological Types | |
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| Personality Structure | |
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| Alfred Adler (1870-1937) | |
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| Individual Psychology | |
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| Summary | |
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| Beyond Psychoanalysis: Continuing Developments in Psychotherapy | |
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| Chapter Overview | |
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| Learning Objectives | |
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| Introduction | |
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| Object Relations Theory | |
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| Melanie Klein | |
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| W. R. D. Fairbairn | |
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| Alternatives to Classical Psychoanalysis and Object Relations | |
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| D. W. Winnicott | |
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| Heinz Hartmann | |
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| Margaret Mahler | |
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| Heinz Kohut | |
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| Erich Fromm | |
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| Fromm's Theory | |
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| Erik Erikson | |
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| Gordon Allport | |
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| Henry Murray | |
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| A Third Force in Psychology: Humanistic Psychology | |
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| Abraham Maslow | |
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| Carl Rogers | |
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| Rollo May | |
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| Summary | |
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| |
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| Diversity in Psychology | |
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| Women in the History of Psychology | |
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| Chapter Overview | |
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| Learning Objectives | |
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| |
| Introduction: Why Do We Need a Chapter on Women in Psychology? | |
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| When Did Women First Contribute to Psychology? | |
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| |
| Hildegard von Bingen | |
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| Dorothea Lynde Dix (1802-1887) | |
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| Breaking the Educational Barrier | |
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| |
| Mary Whiton Calkins | |
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| The "Myth of Meritocracy" | |
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| |
| Margaret Floy Washburn | |
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| |
| Christine Ladd-Franklin | |
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| |
| Lillien Jane Martin | |
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| |
| Out of Academia | |
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| |
| Leta Stetter Hollingworth | |
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| |
| Maria Montessori | |
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| Work and Marriage | |
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| Lillian Moller Gilbreth | |
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| Anne Anastasi | |
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| |
| Gender Difference: Are Female and Male Scientists Created Equal? | |
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| |
| Rosser's Stages of Women's Participation in Science | |
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| |
| The Psychology of Women | |
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| |
| Karen Horney | |
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| |
| Re-Defining Gender Difference | |
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| |
| Janet Spence | |
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| |
| Sandra Bem | |
| |
| |
| Florence Denmark | |
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| |
| Women Challenging Bias | |
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| |
| Evelyn Hooker | |
| |
| |
| Mamie Phipps Clark | |
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| |
| Women in Developmental Psychology | |
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| |
| Anna Freud | |
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| |
| Mary Cover Jones | |
| |
| |
| Mary D. Salter Ainsworth | |
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| |
| Groundbreakers and Newsmakers | |
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| |
| Carol Gilligan: In a Different Voice | |
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| |
| Elizabeth Loftus: Eyewitness Memory | |
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| |
| Summary | |
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| |
| |
| Racial Diversity in American Psychology | |
| |
| |
| Chapter Overview | |
| |
| |
| Learning Objectives | |
| |
| |
| Introduction | |
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| |
| Some Factors in the Experience of African Americans in Psychology | |
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| |
| The Association of Black Psychologists | |
| |
| |
| Kenneth B. Clark | |
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| Francis Cecil Sumner | |
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| |
| Dalmas A. Taylor | |
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| |
| Norman B. Anderson | |
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| |
| Asian-American Contributions to Psychology | |
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| |
| The Asian American Psychological Association (AAPA) | |
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| |
| Stanley Sue | |
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| |
| Richard M. Suinn | |
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| |
| Hispanic American Contributions | |
| |
| |
| Martha Bernal | |
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| |
| Native Americans and American Psychology | |
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| |
| Carolyn Attneave | |
| |
| |
| Current Demographics in American Psychology: The Challenge for the Future | |
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| |
| Summary | |
| |
| |
| |
| Psychology in Russia | |
| |
| |
| Chapter Overview | |
| |
| |
| Learning Objectives | |
| |
| |
| Introduction | |
| |
| |
| An Overview of Russian History (1860-Present) | |
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| |
| The Pre-Revolutionary Period (1860-1917) | |
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| The Soviet Period (1917-1991) | |
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| The Post-Soviet Period (1991-Present) | |
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| |
| Pre-Revolutionary Psychology (1860-1917) | |
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| |
| Ivan Michailovich Sechenov | |
| |
| |
| Ivan Petrovich Pavlov | |
| |
| |
| Revolution: The Development of Soviet Psychology (1917-1991) | |
| |
| |
| Vladimir Bekhterev | |
| |
| |
| Soviet Repression and Reactology | |
| |
| |
| Georgy Ivanovich Chelpanov | |
| |
| |
| Konstantin Kornilov | |
| |
| |
| Dialectical Materialism, Pedology, and Psychotechnics | |
| |
| |
| Lev Vygotsky | |
| |
| |
| Alexander Luria | |
| |
| |
| Aleksei Nikolayevich Leontiev | |
| |
| |
| The Soviet Union in the 1960s | |
| |
| |
| Post-Soviet Psychology: Picking Up the Pieces after Perestroika | |
| |
| |
| Summary | |
| |
| |
| |
| Psychology in China | |
| |
| |
| Chapter Overview | |
| |
| |
| Learning Objectives | |
| |
| |
| Introduction | |
| |
| |
| Philosophical Roots of Chinese Psychology | |
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| Confucianism | |
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| Taoism | |
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| The I Ching | |
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| East Meets West: Early European Influence | |
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| Psychological Testing | |
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| The Chinese Medical Model | |
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| Psychology in China as an Experimental Science | |
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| Foreign Imports | |
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| The Impact of Communism | |
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| The Cultural Revolution | |
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| Chinese Economic Reform | |
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| Chinese Psychology Faces Forward: Current Challenges and Opportunities | |
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| Summary | |
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| Indigenous Psychologies: Latin America, South Africa, and India-Asia | |
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| Chapter Overview | |
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| Learning Objectives | |
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| Introduction | |
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| Latin American Psychology | |
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| Formal Institutions | |
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| Social Problem Solvers | |
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| South African Psychology | |
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| Formal Institutions | |
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| Shifts in Research | |
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| Indian-Asian Psychology | |
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| Formal Institutions | |
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| Shifts in Research | |
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| Summary | |
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| Epilogue | |
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| References | |
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| Name Index | |
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| Subject Index | |