1. Copyright © Allyn & Bacon 2008 Chapter 11 - Developments after the Founding A History of Psychology: Ideas and Context (4 th edition) D. Brett King, Wayne Viney, and William Douglas Woody This multimedia product and its contents are protected under copyright law. The following are prohibited by law: any public performance or display, including transmission of any image over a network; preparation of any derivative work, including the extraction, in whole or in part, of any images; any rental, lease, or lending of the program

2. Copyright © Allyn & Bacon 2008 Systems A system is an organized way of envisioning the world or some aspect of the world. Psychological systems have the following characteristics. –Systems provide definitions of psychology, major terms, and concepts. –They include assumptions about major issues. –They prescribe acceptable methodologies. –They specify the subject matter of psychology. –A system may be open or closed to new sources of information. –Systems differ in their views of time. –Systems vary along a liberal-conservative continuum.

3. Copyright © Allyn & Bacon 2008 Structuralism Edward Bradford Titchener transported Wundt’s research perspective to the United States as Structuralism. –The subject matter of psychology is experience. –The problem of psychology involves the questions What, How, and Why. –The method of psychology is systematic introspection. –Despite his narrow laboratory work, he viewed the scope of psychology in broader terms. –He started with investigation of elementary mental processes, primary the study of the senses. All sensations have a minimum of four attributes. –Quality, intensity, clearness, and duration.

4. Copyright © Allyn & Bacon 2008 Structuralism Titchener argued that the mental and physical worlds are two aspects of the same world. –He called this view psychophysical parallelism. –His view was closer in perspective to double aspect monism. Titchener studied attention. –He differentiated between primary attention (involuntary) and secondary attention (voluntary). Titchener studied association. –He emphasized association by contiguity –He argued for the study of the physiology of association. –He took an associationistic approach to meaning in context.

5. Copyright © Allyn & Bacon 2008 Structuralism Titchener argued against the James-Lange theory of emotion. –He suggested that some inborn tendencies are automatically laden with affect. –He argued that affect is also affected by environmental context and organic conditions. –For him, sentiments are more complex than emotions. Sentiments may include discrimination, critical functions, and other factors. –Titchener distinguished between emotion and affect. Affect may be nothing more than sensations of pleasantness or unpleasantness.

6. Copyright © Allyn & Bacon 2008 Margaret Floy Washburn Margaret Floy Washburn was Titchener’s first graduate student –She took a strong evolutionary stance. –She was a leader in comparative psychology. –She proposed a “motor theory of consciousness.” –She argued that animal consciousness is a topic for psychology. –Washburn was an important model for women in psychology and science in general.

7. Copyright © Allyn & Bacon 2008 Act Psychology Franz Brentano formulated Act Psychology. –Act Psychology was an alternative to Structuralism and other theories. –Brentano advocated an empirical psychology rooted in the active nature of experience. –Brentano viewed psychology as “the science of mental phenomena.” –Experienced phenomena are real. –Brentano embraced a pluralistic and dynamic approach to method.

8. Copyright © Allyn & Bacon 2008 Act Psychology Brentano differentiated between inner observation and inner perception. He developed a classification system for mental phenomena. –Phenomena were viewed as part of three intertwined categories: presentations, judgments, and desires. Brentano’s influence comes through his system but also through his teaching. –His teaching influenced figures in Gestalt Psychology, Functionalism, and Existentialism, among others.

9. Copyright © Allyn & Bacon 2008 Stumpf and Müller Carl Stumpf was a disciple of Brentano. –He protested reductionism. –He emphasized the holistic nature of experience. –He contributed to a broad collection of research areas in psychology. Emotion, the mental life of children, perception of space a holistic approach to musicology Georg Elias Müller was highly regarded for his work in several fields. –Psychophysics, memory, learning and vision. –He was the first to use the term retroactive inhibition.

10. Copyright © Allyn & Bacon 2008 The Würzburg School Oswald Külpe and the Würzburg school of thought provided another alternative to Wundt. –Külpe and others worked on higher mental operations. –They explored imageless thought and challenged reductionistic approaches of Titchener and Wundt. –Students studied mental set. –Külpe was open to a wider view of psychology. –He argued for the study of psychogenesis, the study of the development of mental phenomena.

11. Copyright © Allyn & Bacon 2008 Hermann Ebbinghaus Hermann Ebbinghaus broadened the scope of psychology with his scientific approach to memory. –Memory had been viewed as inaccessible to scientific inquiry. –Throughout his work in memory and mental testing, he argued for methodological eclecticism. –He developed the completion test to assess the cognitive abilities of children. –Ebbinghaus inspired scientific research in memory when he demonstrated predictable effects of initial encoding of material to be recalled, duration of storage, and forgetting.

12. Copyright © Allyn & Bacon 2008 Wundt’s Contemporaries Wundt’s contemporaries focused primarily on basic research questions. They encouraged interest in applied psychology.