The Life Cycle of Psychological Ideas: Understanding Prominence and the Dynamics of Intellectual Change

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Thomas C. Dalton, Rand B. Evans
Springer Science & Business Media, 2006/01/03 - 364 ページ

This book focuses on what other volumes have only touched on, that is the factors that contribute to the rise of certain persons and ideas in the field of psychology. Bringing together noted experts in the field, it describes the process of intellectual reconstructions that determines how we view historical events, and why some ideas die only to be reborn again, as well as why new ideas can quickly topple traditional views.

 

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目次

Introduction
1
Chapter
2
Chapter
13
References
14
How We Identify Founders
22
Some Lessons About Founders and Historiography
30
James Mark Baldwin as
33
The Case of a Missing Major Contributor
46
TheMannheimSchool
183
Poppers Conjectures
186
TheVicissitudesofFame
192
Chapter 9
203
TheMacyConferences19421954
209
Francis Schmitt and the Neurosciences Research
219
From Science
226
Understanding the Scientific Revival
234

References
54
Carsons Panopticon
66
Contrasting Interpretations of the Boulder
73
References
81
Conclusion
97
Chapter 5
105
DiscussionofFindings
120
WhatLiesDowntheRoadforPsychologicalScience?
127
Quality
134
SomeAdditionalCasesCharacteristicsandExtensions
144
LaterDevelopments
150
The Cartesian Beginnings
156
BeyondtheCognitiveRevolution
163
References
169
OttoSelzABriefBiography
176
References
241
Chapter 10
251
Forshadowing the Mind in Development
256
Gesell and the Maturation Controversy
263
BriarcliffandBeyond19501970
270
References
276
Social Conceptions of Human Development in
283
Transitionsofthe1920sand1930s
290
Chapter 12
301
VocationalGuidancePsychologist
307
TeachersCollege
313
Conclusion
320
Prominence Schools of Thought and Social Transformation
331
References
348
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著者について (2006)

Thomas C. Dalton has been at California Polytechnic State University since 1983. He currently holds an appointment as Senior Research Associate in the College of Liberal Arts and Provost's Office and has been a special consultant to the President's Office. Dr. Dalton also has been a visiting fellow at the Neurosciences Institute in San Diego since 1999. He has been a member of the Association for the Scientific Study of Consciousness since its founding in 1996, and serves on the Executive Committee of Division 7 (Developmental Psychology) of the American Psychological Association (2005-2008). Dr. Dalton also chairs the History on Child Development Committee of the Society for Research in Child Development (2005-2007). In addition, he holds memberships in the American Association for the Advancement of Science, the International Society for Infant Studies, and the Cheiron (the Society for the study of the History of the Behavioral Sciences). Dr. Dalton has published several books and articles in the fields of human development, public policy, and the history of science and philosophy of mind. Dr. Dalton recently published an intellectual biography, "Becoming John Dewey: Dilemmas of a Philosopher and Naturalist in 2002," which received the Cheiron best book award in 2003.
Victor W. Bergenn is executive director of the Council on Educational Psychology in New Jersey, which furnishes information to educators about best practices in teaching and learning. Dr. Bergenn taught at Briarcliff College, where he was a colleague of the pioneering infant experimmenalist, Myrtle McGraw. He has worked and published in the field of educational testing and has developed measures to more effectivelyidentify how children differ in their individual styles of learning. Dr. Bergenn is co-editor with Thomas Dalton of a widely acclaimed book, "Beyond Heredity and Environment: Myrtle McGraw and the Maturation Controversy," published in 1995.

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