Psychologies Of 1925

PSYCHOLOGIES OF 1925 PREFACE TO THE FIRST EDITION Having, during certain stages in my own student days, ex perienced something of the futility resulting from unadmitted fundamental differences in theoretical presuppositions, I have grown more and more convinced that experimental methods are largely instances of the more or less systematic theories of the experimenter. Practically any publication from the Cor nell Psychological Laboratory carries a majority of the ear marks of Structuralism. One would look in vain for those ear-marks in any scientific article from Watson, Hunter, or Lashley, for the ear-marks of Behaviorism attract attention there. Any scientific publication from Berlin these days es tablishes once more the Gestalt Theorie. The pedagogical danger here is caused by the tendency of each of these theo retical groups to think of its rivals in terms of caricature, and so to describe them to the public and to young students. The result is that theoretical tradition becomes established in certain educational communities, and students are born struc turalists or behaviorists just as one may be born a democrat or a presbyterian. Upon mentioning these matters to my father-in-law, Dr. Elmer Ellsworth Powell, I found him already thinking of the same difficulties. Shortly afterwards he made a financial gift to Clark University, initiating a series known as the Powell Lectures in Psychological Theory. The men who have lec tured in this series are admitted by all psychologists to be true leaders in the theoretical provinces herein described. We have here a genuine cross-section of contemporary the oretical psychology. Here are the norms with which future psychologies can be compared.Here are the principles which are up-to-date through the year 1925. We at dark hope that it is the beginning of a series of cross-sections appearing at five or ten-year intervals. If such proves to be the case, it is to be hoped that in the future the various fields of psychology may also be represented. CARL MURCHISON. CLARK UNIVERSITY, Worcester, Massachusetts. May 1, 1926. TABLE OF CONTENTS PART I. SCHOOLS OF BEHAVIORISM Chapter Page 1. WHAT THE NURSERY HAS TO SAY ABOUT IN STINCTS, John B. Watson 1 2. EXPERIMENTAL STUDIES ON THE GROWTH OF THE EMOTIONS, John B. Watson 37 3. RECENT EXPERIMENTS ON HOW WE LOSE AND CHANGE OUR EMOTIONAL EQUIPMENT, John B. Watson 59 4. PSYCHOLOGY AND ANTHROPONOMY, Walter S. Hunter 83 PART II. DYNAMIC PSYCHOLOGY 5. DYNAMIC PSYCHOLOGY, Robert 5. Woodworth Ill PART III. GESTALT 6. MENTAL DEVELOPMENT, Kurt Koffka 129 7. INTELLIGENCE OF APES, Wolfgang Kohler 145 8. AN ASPECT OF GESTALT PSYCHOLOGY, Wolfgang Kohler 163 PART IV. PURPOSIVE GROUPS 9. THREE FUNDAMENTAL ERRORS OF THE BEHAVIOR. ISTS AND THE RECONCILIATION OF THE PURPOS IVE AND MECHANISTIC CONCEPTS, Morton Prince ... 199 10. AWARENESS, CONSCIOUSNESS, CO-CONSCIOUSNESS, AND ANIMAL INTELLIGENCE. FROM THE POINT OF VIEW OF THE DATA OF ABNORMAL PSYCHOLOGY A BIOLOGICAL THEORY OF CONSCIOUSNESS, Morton - Prince 221 11. THE PROBLEM OF PERSONALITY HOW MANY SELVES HAVE WE, Morton Prince 245 12. MEN OR ROBOTS I, William McDougall 273 13. MEN OR ROBOTS II, William McDougaU 293 PART V. REACTION PSYCHOLOGY 14. THE THEORETICAL ASPECT OF PSYCHOLOGY, Knight Dunlap 309 15. THE EXPERIMENTAL METHODS OF PSYCHOLOGY, Knight Dunlap T 331 16. THE APPLICATIONS OF PSYCHOLOGY TO SOCIAL PROBLEMS, Knight Dunlap 353 PART VI.PSYCHOLOGIES CALLED STRUCTURAL 17. HISTORICAL DERIVATION, Madison Bentley . . 383 18. THE WORK OF THE STRUCTURALISTS, Madison Bentley 395 19. THE PSYCHOLOGICAL ORGANISM, Madison Bentley . . 405 TABLE OF ILLUSTRATIONS John B. Watson 1 Walter S. Hunter 83 Robert S. Woodworth Ill Kurt Koffka 129 Wolfgang Kohler 145 Morton Prince 199 William McDougall 273 Knight Dunlap 309 Madison Bentley 333 PARTI Schools of Behaviorism JOHN B. WATSON CHAPTER I WHAT THE NURSERY HAS TO SAY ABOUT INSTINCTS BY JOHN B. WATSON I...