The Continuous Parameter Estimation Model is applied to develop individual genomic-level heritabilities for the latent hierarchical structure and developmental dynamics of Life History (LH) strategy LH strategies relate to the allocations of bioenergetic resources into different domains of fitness. LH has moderate to high population-level heritability in humans, both at the level of the high-order Super-K Factor and the lower-order factors, the K-Factor, Covitality Factor, and General Factor of Personality (GFP). Several important questions remain unexplored. We developed measures of (...) genome-level heritabilities employing an American sample of 316 monozygotic (MZ) and 274 dizygotic (DZ) twin dyads and a Swedish sample of 863 MZ and 475 DZ twin dyads. This novel heritability index measures individual genetic transmissibility, therefore opening new avenues for analyzing complex interactions among heritable traits inaccessible to standard structural equations methods. For these samples: (1) moderate to high heritability of factor loadings of Super-K on its lower-order factors is demonstrated, evidencing biological preparedness, genetic accommodation, and the gene-culture coevolution of biased epigenetic rules of development; (2) moderate to high heritability of the magnitudes of the effect of the higher-order factors upon their loadings on their constituent factors, evidencing genetic constraints upon phenotypic plasticity; and (3) that heritability of the LH factors, of factor loadings, and of the magnitudes of the correlations among factors are weaker among those with slower LH speeds, demonstrating that inter-individual variation in transmissibility is a function of individual socioecological selection pressures. (shrink)

In the World Library of Psychologists series, international experts themselves present career-long collections of what they judge to be their finest pieces – extracts from books, key articles, salient research findings, and their major practical theoretical contributions. Elizabeth Valentine has an international reputation as an eminent scholar and pioneer in the field of philosophy and history of psychology. This selection brings together some of her best work over the last thirty years. A specially written introduction gives an overview (...) of her career and contextualises the selection in relation to changes in the field during this time. The first section on 'Philosophy' covers work on different theoretical approaches to psychology, introspection and the study of consciousness, the mind-body problem, and different types of explanation in psychology including reductionism. The second section, 'From Philosophy to History', includes work on the philosophical psychologists G. F. Stout and James Sully, among others. The third section on 'History' covers Valentine's more recent historical work on the development of psychology in London – both institutional and biographical – and includes accounts of both Bedford College and University College, and the role of pioneer women psychologists. The book enables the reader to trace developments in the philosophy and history of psychology over the last thirty years. It will appeal to anyone with interests in these areas as well as being an invaluable resource for graduate and advanced undergraduate courses in conceptual and historical issues. (shrink)

'the whole work is remarkably fresh, vivid and attractively written psychologists will be grateful that a work of this kind has been done ... by one who has the scholarship, science, and philosophical training that are requisite for the task' - Mind This renowned three-volume collection records chronologically the steps by which psychology developed from the time of the early Greek thinkers and the first writings on the nature of the mind, through to the 1920s and such modern preoccupations (...) as criminal and animal psychology. It is only in relatively recent times that psychology has been considered an empirical science independent of philosophy. Brett's account is thus concerned with the broadest definition of psychology, taking in such philosophical aspects as the relation of mind and body, thought processes, etc. For each period he gives an account of the state of the sciences which influenced psychology, the state of psychology itself, the influence psychology had on other areas, and the applications of psychological theories. Examining a huge range of figures, he describes their attitudes on fundamental questions and their contribution to the progress of the subject, as well as the history of the different methods of inquiry. The thinkers he discusses range from Aristotle, Democritus, Socrates, Plato, and Xenocrates to Proclus, the Arabian teachers, Magnus, Duns Scotus, and Ockham from Galileo, Descartes, Gassendi, and Cudworth to Locke, Berkeley, Condillac, and Kant from Reid, Stewart, Herbart, and Schopenhauer to Bain, Spencer, Mill and Darwin. Surprisingly clear and easy to read, Brett's account succeeds in illuminating the nature of psychology as well as its history. It remains a classic overview of the subject from its broad roots in philosophy through to the independent empirical science of the modern era. --a scarce work, rarely found as a complete set --a classic work - all historians of psychology and philosophy should have A History of Psychology. (shrink)

Psychological terms, such as ‘mind’, ‘memory’, ‘emotion’ and indeed ‘psychology’ itself, have a history. This history, I argue, supports the view that basic psychological categories refer to historical and social entities, and not to ‘natural kinds’. The case is argued through a wide ranging review of the historiography of western psychology, first, in connection with the field’s extreme modern diversity; second, in relation to the possible antecedents of the field in the early modern period; and lastly, (...) through a brief introduction to usage of the words ‘soul’, ‘mind’, ‘memory’ and ‘emotion’. The discussion situates the history of psychology within a large historical context, questions assumptions about the continuity of meaning, and draws out implications for the philosophical and social constitution of ‘psychology’ and ‘the psychological’ from the existing literature. The historical evidence, this paper concludes, does not support the conventional presumption that modern psychological terms describe ‘natural kinds’. (shrink)

The History of Psychology: Fundamental Questions provides significant excerpts from the philosophers, theologians, and scientists who contributed to the development of psychology. It also includes more recent works covering issues and ideas in cognitive psychology and neuroscience. Extensively classroom-tested, this anthology addresses a comprehensive range of topics, yet is suitable for use as a core text or as a supplement in a single-semester course on the history of psychology. The History of Psychology (...) offers selections from: · Aristotle · St. Thomas Aquinas · Rene Descartes · John Locke · Immanuel Kant · Hermann Ebbinghaus · Charles Darwin · Margaret Floy Washburn · Wilhelm Wundt · Jean Piaget · B.F. Skinner · Noam Chomsky and many others. The readings encourage students to consider the foundations of psychology and the questions that led to its emergence as a distinct discipline. Going beyond the presentation and defense of a particular point of view, this collection gives students the opportunity to consider the fundamental questions of psychology. The book is organized into nine thematic sections that are presented chronologically. Each section includes works that cohere thematically to encourage discussion, highlight related topics, and stimulate the classic and more current debates within the field of psychology. Every reading is preceded by a brief biography of the author and a note about his or her range of interests and influence. Featuring original works from some of the most important figures in the history of psychology, The History of Psychology is ideal for undergraduate and graduate courses on history and systems in psychology and philosophy of psychology. (shrink)

_History of Psychology: A Cultural Perspective_ easily distinguishes itself from other texts in a number of ways. First, it examines the field within the rich intellectual and cultural context of everyday life, cross-cultural influences, and contributions from literature, art, and other disciplines. Second, it is a history of ideas, concepts, and questions, instead of dates, events, or great minds. Third, the book explores the history of applied, developmental, clinical, and cognitive psychology as well as experimental (...) class='Hi'>psychology. Conveyed in a lively writing style, this text tells a gripping story that continues to the present day. Its current perspective allows students to connect the history of the field to the work being published in current journals. O’Boyle writes in the “historical present”, giving readers a sense of immediacy and aliveness as they journey through history. Her account uses imaginative new features, including “The Times”, which gives readers a feel for what everyday life was like during the age discussed in the chapter. Descriptions of ordinary life, as well as information about important issues influencing their lives such as wars, social movements, famines, and plagues, pique students' interest. "Stop and Think" questions, scattered throughout, enhance retention and encourage critical thinking. An ideal text for a history of psychology or history and systems of psychology course, this creative new book will also appeal to those with a general interest in the field. The Instructor’s Resource CD, written by the text author, includes class activities and demonstrations, suggestions for small group and class discussions, a list of films and videos related to the material in each chapter, and a test bank with objective and essay questions. (shrink)

There is a common tradition in European education going back to the Middle Ages which long played a part in providing the curriculum of schools which catered both for the wealthy and for able sons of less well-to-do families. Originally published in 1974, this volume examines the relationship between education and society in the different countries of Europe from which differences in tradition and practice emerge. The countries discussed include: France, Germany, the former Soviet Union, Poland and Sweden.

Originally published in 1972, this book is concerned with education as part of a larger social history. Chapters include: The roots of Anglican supremacy in English education The Board schools of London The use of ecclesiastical records for the history of education Topographical resources: private and secondary education from the sixteenth to the twentieth century.

Engaging and accessible, this new edition of A History of Psychology chronicles the study of the human mind from ancient times to the present day. Providing a comprehensive introduction to the field, author John Benjafield covers the fascinating history of psychology while also exploring how thinkers and eras are linked to one another. Through precise and clear language, Benjafield chronicles the contributions of scores of psychological thinkers and psychologists-from Pythagoras, Lao-tzu, and Aristotle, to Darwin, Abraham Maslow, (...) B.F. Skinner, and Herbert Simon. The third edition of this acclaimed text integrates the latest scholarship and delivers an up-to-date survey of the theorists whose ideas have shaped, and continue to shape, the study and practice of psychology. (shrink)

This book covers the basic guidelines of Vittorio Benussi’s research during the period at Graz and at Padua. It does so in the light of a thorough study of his Nachlass. The book re-evaluates Benussi’s work as a historical piece, and shows how his work is still relevant today, especially in the areas of cognitive psychology and cognitive science. The volume deals with this original and ingenious - though largely ignored - scholar and discusses his work as a leading (...) experimental psychologist. Benussi’s contributions as discussed in this book were particularly relevant in the fields of visual and tactile perception, time perception, forensic psychology, hypnosis and suggestion, unconscious, and emotions. His classical papers are impressive in their originality, energy, range of approaches, experimental skill, the wealth of findings, and the quality of theoretical discussions. This book demonstrates that Benussi was ahead of his time and that his themes, experiments and research programmes are highly relevant to contemporary cognitive psychology. (shrink)

Originally published in 1971, this volume examines the relationship between the history and sociology of education. History does not stand in isolation, but has much to draw from and contribute to, other disciplines. The methods and concepts of sociology, in particular, are exerting increasing influence on historical studies, especially the history of education. Since education is considered to be part of the social system, historians and sociologists have come to survey similar fields; yet each discipline appears to (...) have its own aims and methodology. (shrink)

Arguing that psychologists and their predecessors have invariably relied on metaphors in articulation, the contributors to this volume offer a new "key" to understanding a critically important area of human knowledge by specifying the major metaphors.

First published in 2002. Routledge is an imprint of Taylor & Francis, an informa company.

First published in 2002. Routledge is an imprint of Taylor & Francis, an informa company.

First published in 2002. Routledge is an imprint of Taylor & Francis, an informa company.

First published in 2002. Routledge is an imprint of Taylor & Francis, an informa company.

First published in 2002. Routledge is an imprint of Taylor & Francis, an informa company.

First published in 2002. Routledge is an imprint of Taylor & Francis, an informa company.

First published in 2002. Routledge is an imprint of Taylor & Francis, an informa company.

First published in 2002. Routledge is an imprint of Taylor & Francis, an informa company.

First published in 2002. Routledge is an imprint of Taylor & Francis, an informa company.

Part of the educational system in England has been geared towards the preparation of particular professions, while the identity and status of members of some professions have depended significantly on the general education they have received. Originally published in 1973, this volume explores the interaction between education and the professions. It also looks at the education of the main professions in sixteenth century England and at how twentieth century university teaching is a key profession for the training of new recruits (...) to other professions. (shrink)

Van Belle traces the history of psychology from its roots in Greek philosophy and includes a description of the later influence of the Hebraic-Christian mindset on that history. Subsequently, he follows the journey of psychology through the Middle Ages and the scientific revolution of the sixteenth century. Next, he describes the birth and trajectory of psychology proper during the nineteenth century and closes with a description of a number of the more contemporary schools of psychological (...) thought. The underlying thesis of the text is that the history of psychology gives evidence of both continuity and discontinuity in interaction with one another. Thus, to do justice to the actual history of psychology one must take note of both persisting themata and changing paradigms. (shrink)

Politics and Modernity provides a critical review of the key interface of contemporary political theory and social theory about the questions of modernity and postmodernity. Review essays offer a broad-ranging assessment of the issues at stake in current debates. Among the works reviewed are those of William Connolly, Anthony Giddens, J[um]urgen Habermas, Alasdair MacIntyre, Richard Rorty, Charles Taylor and Roy Bhaskar. As well as reviewing the contemporary literature, the contributors assess the historical roots of current problems in the works of (...) Nietzsche and Max Weber. (shrink)

History and Systems of Psychology provides an engaging introduction to the rich story of psychology's past. Retaining the clarity and accessibility praised by readers of earlier editions, this classic textbook provides a chronological history of psychology from the pre-Socratic Greeks to contemporary systems, research, and applications. The new edition also features expanded coverage of Eastern as well as Western traditions, influential women in psychology, professional psychology in clinical, educational, and social settings, and new (...) directions in twenty-first century psychology as a cognitive and a positive science. Assuming little prerequisite knowledge, the authors discuss the people, places, and concepts that have shaped psychology's story, and show that we remain fascinated by the same enduring questions that confronted our ancestors - namely, our wonder at our subjectivity and consciousness of self. The seventh edition is fully supported by robust pedagogical features, instructor resources, and a companion website to aid student learning. (shrink)