PSY 6608
History of Psychology
Spring,
2005
2 or 3 credits
Dr.
Dewsbury
Tues: Larsen Hall Room
239
T, Th Period
5
Thurs.: Rogers Hall 110
http://grove.ufl.edu/~dewsbury/
http://www.psych.ufl.edu/~dewsbury
(under
construction)
SYLLABUS
Texts
Goodwin, C. J. (2005). A history of modern psychology (2nd
ed.). New York: Wiley.
and Supplemental Readings
Key Dates
Reading assignments
See the last page of this syllabus
Tentative Exam Dates
1. Thursday, February 3
2. Thursday, March 17
3. Friday, April
29 (7:30-9:30 A. M.)(29A)
Paper
Paper proposal due: Tue., February 15
Paper
due: Tue., April 12
Goals
I hope to (a.) provide you with
information regarding some of the prominent people and events in the
history of psychology, (b.) provide information on some aspects of history that
are often neglected, (c.) show how some aspects of these histories have been
constructed in the service of the agendas of their authors, (d.) generate an
appreciation of the history of the field, (e.) help you to understand where you
and current work undertaken stand in relation to historical and contemporary
context.
On the Textbook
In the past, I have used Hergenhahn’s An
Introduction to the History of Psychology. Students complained that
it was too information-rich. Thus, more recently I have used Hothersall’s
History of Psychology book because it is more readable. Now I am
using Goodwin’s A History of Modern Psychology, now in its second
edition, which resembles Hothersall’s, but which seems stronger to me. It
has less information than does Hergenhahn’s, but covers most of the main points
quite well. Nevertheless, the book does need to be read closely.
Most students seem to like it, so I have adopted it again this year.
However, Hergenhahn has more detailed information and would be a good reference
for those of you who may want more.
Supplementary Readings.
I have chosen several articles that help
to fill in the content in some areas. You will find these a bit more
difficult than the textbook; they were written for psychologists rather than
undergraduates. However, they were written for a general psychological
audience and I think that you will understand most of them. Don't worry
if you find some parts difficult. These articles will be available
on-line.
There are several ways in which you might
access these articles. First, you could go to the library and read hard
copy. This will not work if you all try to do it at once. The
other, preferred, approaches require on-line access to the university
library. If you have a GatorLink account and Acrobat reader, which can be
downloaded free of cost, on your computer, you should be able to get the
readings on-line. I can access these materials from my home computer, as
can many students. However, some students find that they need to use a computer
in the library.
1. From a university-linked site with an Acrobat reader, dial up
to the UF library at http://web.uflib.ufl.edu/.
2. From the UF Library Home Page, click on “Find Journals” and
enter the name of the journal you want to access.
3. Select a link (shown in blue). Click on the record. If there is
more than one, you may have to try several
4. Follow instructions until you get to the article desired.
Generally, you want to “browse” the journal or tables of contents, “check
available issues,” “archive” or the like.
5. Find the correct issue and article.
Some of you may reach the journal title
in the library web site and find access to it denied You may need to use
the "Remote Access" option.
From the Library's home page
(http://web.uflib.ufl.edu/) click on "[Remote Access]." This will
bring you to the Connecting
Off-Campus Page. Choose the second option, primary proxy, by
clicking on "Logon Now." At the Logon Page, enter:
1) your 14 digit
library number or 2) your GatorLink username and password, then
click "Login." The former option requires an activated
library
card; however, the latter does not. At this point, you should be
connected through the proxy server. It is important that you only
use links on the web pages. Do not use your browser by entering
addresses, clicking on favorite places, or using your back button.
This will disconnect you from the system. You may return to the
library home page by clicking on "UF Libraries' Home
Page."
Students may be interested in other connection options listed on
the Connecting Off-Campus Page. For instance, there is a secondary
proxy that allows one to turn the connection on and off, as well
as allowing use of the browser. However, this option requires a
more complicated set-up and has some limitations.
The assigned articles follow. Both
the volume and issue numbers are given to help you find them.
February 15:
Benjamin, L. T., Jr. (2000). The psychology laboratory at the turn of the 20th
century. American Psychologist, 55 (3), 318-321.
February 15:
Evans, R. (2000). Psychological instruments at the turn of the century. American
Psychologist, 55 (3), 322-325.
March 31:
Taylor, E. (2000). Psychotherapeutics and the problematic origins of clinical
psychology in America. American Psychologist, 55 (9), 1029-1033.
March 31: Humphreys,
K. (1996). Clinical psychologists as psychotherapists: History, future, and
alternatives. American Psychologist, 51 (3). 190-197.
April 5: Riger,
S. (1992). Epistemological debates, feminist voices: Science, social values,
and the study of women. American Psychologist, 47 (6), 730-740.
April 5: Milar,
K. S. (2000). The first generation of women psychologists and the psychology of
women. American Psychologist, 55 (6), 616-619.
April 5: Minton,
H. L. (2000). Psychology and gender at the turn of the century. American
Psychologist, 55 (6), 613-615.
November 22:
Lal, S. (2002). Giving children security: Mamie Phipps Clark and the
racialization of child psychology. American Psychologist, 57 (1),
20-28.
April 14:
Leahey, T. H. (1992). The mythical revolutions of American psychology. American
Psychologist, 47 (2), 308-318.
April 14:
Morawski, J. G. (2000). Social psychology a century ago. American
Psychologist, 55 (4), 427-430.
Coverage and Reading Assignments.
Authorities disagree about what should be
covered in courses in the history of psychology. Some instructors begin
with the ancient Greeks and spend much of the course on the period prior to the
development of psychology as a separate discipline. Others begin with
Wundt at around 1879 and ignore pre-experimental, philosophical and other
approaches to areas that will later form the discipline of psychology. I
would like to work toward an intermediate approach, somewhat like Goodwin,
covering the earlier period but emphasizing more recent material. This
year, for the first time, I plan to skip some of the early material, including
that about the ancient Greeks, in order to have more time for developments in
the 20th century. I hope that this change improves the course.
I think the present approach will result
in a useful course and in good coverage. However, this makes for some
unevenness in the reading assignments. The assignments are given in the
schedule at the end of this syllabus. Note in your planning that the
balance in the amount of reading in different parts of the course varies quite
a bit. This is also true of the balance between emphasis on textbook and
lecture material.
Because our time is so limited, my
lectures will have to be focused on major psychologists and events. I
will try to trace broad themes where I can, but this must be limited
somewhat. I am open to an occasional experiment with a format other than
lecture if there is a general wish to try it.
Exams
As can be seen on page 1, I have scheduled
three exams. Each will cover about one-third of the course and be
non-cumulative, although I reserve the right to ask general questions of
perspective the last exam.
The exams will use a format that simply
entails asking questions that may require a few sentences for answers. Examples
are the following:
What is the main difference between an
epistemology based on empiricism vs. rationalism?
What was the importance of the
“Termanites” (or “Termites”)?
I plan to give 17 7-point questions, asking you to answer any 14
of these, plus one 2-point questions for a total of 100 points.
Exams will be closed book and in-class. In the past, most students have
been able to handle this length test. If the first one is a problem, we can
consider shortening the second exam.
In extreme cases and where there is good
cause and it is cleared with me in advance, I will prepare make-up exams.
These will be constructed entirely of identification and short essay questions
and should be taken as soon as possible after the scheduled date.
Please note that the final exam is
scheduled for the last day of exam week. There will be no early
exams. Please do not make plane reservations for that week as you will
need to be here to complete the course on Thursday. I don’t like it
either!
A lecture outline will be available on my
home page on the internet at http://grove.ufl.edu/~dewsbury/. It will provide
an outline with relevant terms from the lectures. We will not cover everything
in the outline. These terms are an aid to some of the important topics covered
and should help you to study. The outline is not all-inclusive, however,
and there will be questions on exams from lecture and/or the readings not in
the list of terms. There are many concepts, for example, that do not lend
themselves to brief summaries in lists of terms.
Paper.
Students taking the course for 2 credits
will have no assignments other than the readings and the three exams.
Those students taking the course for 3 credits will need to complete a term
paper for the third credit.
Each student taking the course for three
credits will write a term paper. There are many possible topics for
papers. Some of you will probably write about an individual
psychologist. Generally, this should be an individual who is
deceased. You should prepare a critical discussion of his or her life and
work. You will probably want to use some space for biographical
material. However, the major emphasis should be on the person's
work. As this is a course in the history of psychology, some cognizance
of historical context should be provided. It should be clear why the person
was important to psychology. You should be critical. These are
often difficult for recent psychologists. As graduate students, you
should be able to evaluate the person's work, its strengths, and its
weaknesses. If you choose a person about whom much has been written
(e.g., Freud, James, Darwin), you will need to focus on one or a few aspects of
the person's work. For others, it may be a challenge to piece together
enough to make a paper.
Some of you may wish to write on a
particular topic in the history of psychology rather than to emphasize a single
person. This is fine; indeed, I encourage it. In general, I prefer
these papers. They sometimes require more work, but have the potential
for greater originality and potential benefit to the student.
I encourage you to write on material that
is from a period earlier than the last 40 years or so. However, many of
you will wish to write about a psychologist or problem that will be covered
during the last part of the course. Should you choose a topic, be careful
to provide a true historical focus; do not simply write a literature review of
a current topic with old references. The more recent individuals are most
closely related to current sub-fields. Feel free to read ahead to select
such an individual, even if we will not touch on them in the course. If
you have an interest in a particular area (e.g., social psychology,
physiological psychology, women, minorities) you may wish to consult an
instructor, a specialty text, or me for ideas. I have a list and tally of
the previous papers submitted since I have been teaching the courses in the
history of psychology (Horney, Maslow, and Piaget are in the lead).
I encourage you to select a psychologist
or topic that is relevant to your interests. However, your paper should
not be a rehash of a paper written for another course. You are to create
a new work that will expand your horizons. I have had a problem with this
issue in the past. Above all, I want this to be a meaningful experience
for you that will aid in your development as a psychologist.
Length is not the major consideration; I
anticipate that the mean length will be around 8-12 pages. Many of the
best papers are longer, but not all long papers are good and not all good
papers are long. Care in preparation, including spelling, will be a
factor. I prefer that the paper be stapled, with a cover page, but
without a binder of any kind.
I expect you to use the extensive
reference materials available in the library. Coverage from other
textbooks will not suffice. Toward that end material concerning
some of the major library and web resources and their location is available on
my web page.
The web can provide an excellent guide to
resources. However, there is much unreliable information on the web.
Much of this material has not undergone the editorial processes characteristic
of most printed material. I prefer that you use it as a tool but use
printed sources (or web versions of printed and refereed sources) for most of
your material.
I ask that you turn in your paper in
duplicate so that I can retain a copy. I wish to protect against
plagiarism and to have a source of references to help future students deal with
psychologists with whom I may be less familiar (Sorry, I don't know them all!).
I strongly encourage you to use APA style
(Publication Manual of the American Psychological Association, 5th
Edition), but, if you feel that you must, you can use endnotes as in
the Chicago Manual of Style to provide documentation in your
paper. If you wish to use a system other than APA style, please clear it
with me first and indicate it clearly on your paper. You should know
proper formats by now; if not, consult an appropriate source. Major facts
should be supported with a reference and the reference system should be used
correctly and consistently. Every source that you cite in your paper
should be listed in a reference section or footnote and every source in a
reference section should be cited in text.
I ask that you clear all topics with
me. A brief written proposal should be turned in no later than February 15. However, feel free to turn it in earlier and get
a good start. The paper is due April 12 so that I can try to get them
back to you on the last day of classes.
Among the important factors determining a
grade are:
1. Inclusion of original analyses or opinions of the
author-- something new. (A little creativity can be like a
breath of fresh air!)
2. Demonstration of mastery of library sources.
3. Proper citation and reference form.
4. Reasonably good English prose writing style.
I have placed a guide to preparing term
papers on the internet at the address given above.
Some common errors in APA style:
1. Do not right justify.
2. Provide a title page.
3. No abstract is required.
4. Write from an outline.
5. All references cited in text should be listed in the Reference
section and all references listed should be cited in text.
6. Be careful to use correct form for books, book chapters,
journal articles, and materials from the web.
7. Minimize material from the web as it often is unreliable.
It is a great source for searching but much material is unrefereed.
7. In references for journal article titles, book titles, and chapter
titles, only the first word in the title, the first word following a colon, and
proper nouns are capitalized.
8. Number pages in APA style.
9. Provide a running head on the title page.
10. In text, provide page numbers for all quotations; these are not
necessary for citations that are not quotations.
11. All in-text citations should include the author(s) and year of
publication. If there are three or more authors, list all three in the
first citation and the senior author, et. al. thereafter.
12. Avoid slang (e.g., lab).
13. Sub-headings can help to structure the paper.
14. Tell the reader what you are about to write, write it, and
tell the reader what conclusions you draw.
15. Double-space everything in the paper.
16. Proof read carefully.
Please note that, out of habit, I mark
grammar and spelling on all materials. These marks often intimidate
students. They are not the primary factor in determining grades.
There is probably a zero correlation between the amount of red ink on a paper and
the grade.
Grades
Grades will assigned on the basis of the
three exams and, if required, the paper or equivalent, each of which will be
weighted equally. I try to treat each student equally. I find it
difficult to weight extra work with that originally assigned for the
course. Therefore, I do not accept additional projects. The grade
will reflect performance in these four areas. Plan ahead; low grades (and
high ones) are permanent.
I use a sliding scale in assigning final
grades and I will be prepared to keep you informed of your general status as
the semester progresses. It will be more difficult for me to provide an
exact grade estimate. The proportion of A's, B's, etc. will vary from
year to year depending on the performance in the course. I prefer not
giving grades of "C" or lower in graduate courses unless I feel that
I must; I will if I have to. In the past few years I have averaged about
45% A’s, 25% B+’s, 30% B’s. I have had to give a grade of C or lower in 4
of the last 8 years.
I plan to post exam grades on my web page
by a code number submitted by you on the first exam. You have a right to
decline this posting. Simply inform me that you do not want your grade to
be posted in writing prior to the exam.
Attendance.
I recommend that you attend class; I hope
that you will want to do so. However, I do not currently plan to take
formal attendance. You are graduate students. If it proves
necessary to alter this policy, I can. I will cover material not in the book
and provide depth on material that is in the book. I hope that you will
choose to attend class regularly.
Courtesy in Class.
Although this may not be necessary for
graduate students, let me include the statement I make to undergraduates.
As you are not required to attend class, I ask that you attend to attend to
what is going on. Please do not talk during class, except as part of the
normal interchange that is part of the class. Should you feel an absolute
need to study for another course or to read the Alligator, please do it
elsewhere and skip class. Please turn off all cell phones and similar
devices before class begins.
Finally, I have a watch and generally
start about on time. Further, I rarely go over the scheduled end of the
class by more than a minute or two. I do not need to be reminded of the
end of the period with closing books, scuffling feet, etc.
Finding Me.
My office is 357 Psychology. The
telephone no. is 392-0601 x279. I will generally keep Tuesday and
Thursday, 1:30-2:30 as regular office hours, but I will be there at many other
times when you should be able to catch me. I am generally easy to reach
by e-mail; my address is: dewsbury@ufl.edu.
Web Sites
Here are some other web sites that may be
of use:
*Classics in the History of Psychology– the full text of about 200
influential books and articles from the history of psychology and related
disciplines, plus links to over 200 more at other sites. See especially
the “Special Collections” and the “Suggested Primary Source Reading Assignments
for History of Psychology Courses.”
*History & Philosophy of Psychology Web Resources – links to
dozens of web sites related to the history and theory of psychology
http://www.psych.yorku.ca/orgs/resource.htm
*History & theory of Psychology Eprint Archive (HTP Prints) –
an on-line archive of articles about the history and theory of psychology.
Students and teachers can use this material for their own research or deposit
their own research for everyone else to see.
*Glossing the Body Electric: A Review of Web Resources for
Historians of Psychology – a 1998 article about the history of psychology as it
appears on the World Wide Web.
http://www.yorku.ca/christo/webreview/
*Warren’s Street’s lecture outline for his course at Central
Washington University.
http://www.cwu.edu/~warren/461outline.html
*Today in the History of Psychology: An interesting compendium by
date
http://www.cwu.edu/~warren/today.html
*Rob Wozniak’s Mind and Body text. http://serendip.brynmawr.edu/mind/table.html
http://www.uflib.ufl.edu/cm/psychology/ UF Library site for
resources in psychology. (If this does not work, go to the UF Library
home page and click on “Subject Guides and Specialists.”
http://www3.uakron.edu/ahap/
Home page for the Archives of the History of American Psychology.http://www.cwu.edu/~warren/today.html.
http://www.psych.yorku.ca/femhop/ Division 35
(Society for the Psychology of Women) Heritage Site with biographies of some
prominent women in psychology.
Others can be found on my web page.
Students Needing Special Accommodations
According to university policy, “students
requesting classroom accommodation must first register with the Dean of
Students Office. The Dean of Students Office will provide documentation to the
student who must then provide this documentation to the Instructor when
requesting accommodation."
University Honesty Policy
The University has an explicit policy on
academic honesty. In essence, (a.) answers provided on exams should be
solely those of the individual student with no outside help, and (b.) where a
paper is required students should avoid plagiarism by ensuring that any
material taken from various sources is attributed to that source and placed in
quotation marks in the material is quoted verbatim. Please recall the
pledge that you are required to sign a registration each semester:
“I understand that the University of
Florida expects its students to be honest in all of their academic work.
I agree to adhere to this commitment to academic honesty and understand that my
failure to comply with this commitment may result in disciplinary action, up to
and including expulsion from the University.”
Counseling and Mental Health Services
Should you require professional help
during the semester, the University Counseling Center can be found in Room P301
Peabody Hall (392-1575) and the Student Mental Health Services is located in
room 245 Infirmary (392-1171, www.hsc.ufl.edu/shcc).
A Final Word
I believe that a course in the history of
psychology can be the most important course in your psychological course
work. Many of you will disagree, preferring to focus on the latest
research results. However, the history course is the one place in our
curriculum where the entire fabric of psychology can be examined. I
firmly believe that some breadth of perspective is necessary if we are to work
our way out of the morass or fragmentation that many believe characterizes
contemporary psychology.
If we do not
succeed in convincing you of the centrality of a course in the history of
psychology, I hope that we can at least create an interesting and meaningful
educational experience.
|
|
Lecture |
Supplemental |
||||
|
|
Date |
Lecture Topic |
Goodwin |
Reference |
Reading |
|
|
|
|
|
|
Assignment |
in Goodwin |
Assignment |
|
1 |
Jan. 04 |
Organizational |
|
|
|
|
|
2 |
Jan. 06 |
Introductory material |
1 |
1-7 |
|
|
|
|
|
|
|
|
|
|
|
3 |
Jan. 11 |
Historiography |
|
7-21 |
|
|
|
4 |
Jan. 13 |
Philosophy |
2 |
24-45 |
|
|
|
|
|
|
|
|
|
|
|
5 |
Jan. 18 |
Philosophy |
|
|
|
|
|
6 |
Jan. 20 |
Early physiological |
3 |
54-81 |
|
|
|
|
|
|
|
|
|
|
|
7 |
Jan. 25 |
Early sensory |
4 |
84-90 |
|
|
|
8 |
Jan. 27 |
Wundt |
|
|
90-101 |
|
|
|
|
|
|
|
|
|
|
9 |
Feb. 01 |
Evolution & Galton |
5 |
114-139 |
|
|
|
10 |
Feb. 03 |
EXAM |
|
|
|
|
|
|
|
|
|
|
|
|
|
11 |
Feb. 08 |
TBA |
|
|
|
|
|
12 |
Feb. 10 |
James |
|
6 |
142-159 |
|
|
|
|
|
|
|
|
|
|
13 |
Feb. 15 |
Turn of the Century/ Instruments |
|
159-167 |
Benjamin,Evans |
|
|
14 |
Feb. 17 |
Titchener,et. al. |
7 |
176-188 |
|
|
|
|
|
|
|
|
|
|
|
15 |
Feb. 22 |
Functionalism |
|
188-206 |
|
|
|
16 |
Feb. 24 |
Testing & Applied |
8 |
210-245 |
|
|
|
|
|
|
|
|
|
|
|
17 |
Mar. 08 |
Gestalt |
|
9 |
248-276 |
|
|
18 |
Mar. 10 |
Watson and Behaviorism |
10 |
278-306 |
|
|
|
|
|
|
|
|
|
|
|
19 |
Mar. 15 |
Neo-Behaviorism |
11 |
308-341 |
|
|
|
20 |
Mar. 17 |
EXAM |
|
|
|
|
|
|
|
|
|
|
|
|
|
21 |
Mar. 22 |
TBA |
|
|
|
|
|
22 |
Mar. 24 |
Early Psychopathology |
12 |
343-354 |
|
|
|
|
|
|
|
|
|
|
|
23 |
Mar. 29 |
Psychoanalysis |
|
354-370 |
|
|
|
24 |
Mar. 31 |
Clinical Psychology |
13 |
370-394 |
Taylor,Humphreys |
|
|
|
|
|
|
|
|
|
|
25 |
Apr. 05 |
Women in psychology |
15 |
436-439 |
Riger,Milar,Minton |
|
|
26 |
Apr. 07 |
History of UF Department |
|
|
|
|
|
|
|
|
|
|
|
|
|
27 |
Apr. 12 |
African Americans in Psychology |
|
439-442 |
Lal |
|
|
28 |
Apr. 14 |
Fields of Psychology |
14 |
|
Leahey,Morawski |
|
|
|
|
|
|
|
|
|
|
29 |
Apr. 19 |
Psychology Today |
|
|
|
|