摘要:

AbstractBrentano'sPsychology from an Empirical Standpointand Freud's early metapsychology, particularly theProject for a Scientific Psychology, show some interesting similarities. In psychological theory, both men stressed the motivated nature of thought and a conception of a “psychological reality” that is superior to “material reality.” Both saw consciousness of one's own mental activity as arising retrospectively and having a calming effect on emotions. Both emphasized a process of “judgment” or “reality testing,” made possible only by the presence of a strong unity of consciousness or ego. Methodologically, both agreed that the retrospective analysis of subjective experience is the principal tool of psychology. Freud eventually agreed with Brentano that psychology proceeds best when separated from physiology. They applied similar criteria to “proofs” of the unconscious, with Brentano concluding negatively, and Freud, positively, after considering new evidence. This article considers the similarities and concludes that they suggest some sort of influence o

ISSN:0022-5061    

DOI:10.1002/1520-6696(197707)13:3<207::AID-JHBS2300130302>3.0.CO;2-#

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1977

数据来源: WILEY

摘要:

AbstractThe expansionist policy of the United States at the turn of the century widened the horizons of American anthropology. The International School of American Archaeology and Ethnology was one of the first attempts by American anthropologists to carry out systematic research in foreign lands. Motivated partly by a wish to strengthen the quality of American anthropology, Franz Boas succeeded in gaining the cooperation of several European and American institutions. The purpose of the school was to conduct rigorous anthropological investigations in Mexico. Obsessed with professionalizing the discipline, Boas failed to take into account the turbulent political climate of Mexico when planning the school. Although it did good work for a number of years (1910‐1914), the school was broken up forever in 1914 because of the Mexican revolution. Attempts at resurrection failed for numerous reason

ISSN:0022-5061    

DOI:10.1002/1520-6696(197707)13:3<228::AID-JHBS2300130303>3.0.CO;2-S

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1977

数据来源: WILEY

摘要:

AbstractTraining in the history of psychology and science is currently offered at several Canadian universities, and the number of psychologists devoting research activity to the history of psychology continues to increase. As part of Josef Brožek's ongoing project on the historiography of psychology around the world, this article outlines training and research in Canada in fields relevant to the history of psychology

ISSN:0022-5061    

DOI:10.1002/1520-6696(197707)13:3<243::AID-JHBS2300130304>3.0.CO;2-1

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1977

数据来源: WILEY

摘要:

AbstractIt is argued that mainstream social scientists made an “error” during the crucial formative years of the 1920s and 1930s. This historical error involved relinquishing, or at the very least ignoring, some of the epistemological views within the social sciences concerning the fact‐theory relationship as developed by Marx and others in his tradition. The contemporary nature of some of Marx's epistemic views is demonstrated, where the case is made that some recent developments in the philosophy of science are converging with some of his original insights. The methodological approach of the article – judging the past in the context of the present – is defended on the basis of Marxian historiography, especially as developed by those neo‐Marxists of the Frankfurt School. In the latter discussion, “justificationist presentism” is criticized from the perspective of a “cri

ISSN:0022-5061    

DOI:10.1002/1520-6696(197707)13:3<252::AID-JHBS2300130305>3.0.CO;2-0

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1977

数据来源: WILEY

摘要:

AbstractIn the early 1800s, Joseph Lancaster (1778‐1838) developed an inexpensive method of educating large numbers of the poor in England. Referred to as the “monitorial system,” his method utilized students as monitors who performed many of the tasks normally undertaken by a teacher; it was used to teach classes that often exceeded a thousand students at one time. Student monitors were responsible for teaching and evaluating small groups of individuals in a somewhat regimented fashion. An incentive system was also used in a manner that closely resembles current applications of positive reinforcement in educational settings. Lancaster devised a token economy in which students earned tangible reinforcers for academic performance and deportment. Interestingly, the system spread quickly in the 1800s, and was implemented in many countries throughout the world. Its use declined as a result of both specific sources of dissatisfaction, such as the lack of individualization and dependence upon rote memorization, and general changes in the philosophy of educ

ISSN:0022-5061    

DOI:10.1002/1520-6696(197707)13:3<261::AID-JHBS2300130306>3.0.CO;2-#

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1977

数据来源: WILEY

摘要:

AbstractThe sociological theory of Hugh Dalziel Duncan is reviewed as a symbolic interactionist answer to the Hobbesian question. It is argued that Duncan's work provides contemporary sociology with a comprehensive symbolic theory, and that a reconsideration of this work will produce a much‐needed awareness of the importance of form and art to sociological thinking. Duncan's theoretical work is proposed as a powerful alternative to structural‐functional

ISSN:0022-5061    

DOI:10.1002/1520-6696(197707)13:3<267::AID-JHBS2300130307>3.0.CO;2-F

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1977

数据来源: WILEY

摘要:

AbstractThe participation of psychologists in World War I, especially through the mental testing of the Army, brought national publicity and recognition to the struggling young discipline. But while the war had contributed significantly to psychology, the practical contributions of psychologists to the fighting efficiency of the Army, as well as the scientific results emerging from the mountain of test data, turn out on closer examination to be rather equivocal.

ISSN:0022-5061    

DOI:10.1002/1520-6696(197707)13:3<274::AID-JHBS2300130308>3.0.CO;2-K

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1977

数据来源: WILEY

摘要:

AbstractThis article provides an historical review of some of the contributions of the Laura Spelman Rockefeller Memorial to the establishment and maintenance of research in child development between 1925 and 1940. In discussing the aims of the funding agency and those of the recipients, the author uses the development of the longitudinal program at the University of California, Berkeley, as a model. The influence of the Memorial on the content and direction of early research is described, and reference is made to more recent assessments of longitudinal studies.

ISSN:0022-5061    

DOI:10.1002/1520-6696(197707)13:3<283::AID-JHBS2300130309>3.0.CO;2-J

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1977

数据来源: WILEY

ISSN:0022-5061    

DOI:10.1002/1520-6696(197707)13:3<294::AID-JHBS2300130310>3.0.CO;2-4

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1977

数据来源: WILEY

ISSN:0022-5061    

DOI:10.1002/1520-6696(197707)13:3<298::AID-JHBS2300130311>3.0.CO;2-Q

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1977

数据来源: WILEY