National psychology, national socialism, and analytical psychology: reflections on Jung and anti-semitism. Part II.

The paper is a critical study of the intellectual relations of analytical psychology and national socialism. I try to show that it was Jung's attempt to establish a psychology of nations that brought him into the same frame as Nazi anti-semitic ideology. In addition, Jung was absorbed by the question of leadership, also a pressing issue during the 1930s. Exploring these ideas as thoroughly as possible leads to a kind of reparation, for I think that post-Jungians do have reparation to make. Then it is possible to revalue Jung's overall project in more positive terms. By coupling a less simplistic methodology and a more sensitive set of values to Jung's basic intuitions about the importance of a psychology of cultural difference, analytical psychology has something to offer a depth psychology that is concerned with processes of political and social transformation.     

Compulsory schooling, child study, clinical psychology, and special education. Origins of school psychology.

The historical development of school psychology is discussed in the context of circumstances and individuals significant to its origins. The contributions of Witmer's clinical psychology and Hall's child study demonstrate how early forms of school psychology evolved from their conceptualizations. Even though the specialty did not achieve a stable national identity until the second half of the 20th century, the provision of psychological services in schools is among the earliest fields of applied psychology and has distinct connections to Witmer and Hall.     

Health psychology and clinical psychology: a comparison through content analysis.

Extension of a previous analysis of articles published in two journals representative of health psychology and two in health education showed some similarities and differences. The present analysis of 100 papers from two journals in health psychology and 495 from two in clinical psychology clearly shows health as a subspecialty of clinical psychology.     

Contributions to the history of psychology: CXVII. Who's who in American psychology: a citation study of introductory psychology textbooks

The author indexes of 15 introductory psychology textbooks were surveyed to identify the authorities cited most frequently. The five names cited most often in descending order were Freud, Bandura, Skinner, Piaget, and James. Differences from earlier comparable citation studies are discussed.     

Unified psychology.

The authors describe an approach to psychology they refer to as unified psychology, which is the multiparadigmatic, multidisciplinary, and integrated study of psychological phenomena through converging operations. In this article, they unpack this definition and explore some of its implications. First, they review some previous efforts to conceive of a unified psychology and consider objections to such an undertaking. Second, they discuss the importance of converging operations for psychology. Third, they consider the need for multidisciplinary and integrated study of psychological phenomena that focuses on the phenomena rather than on particular lines of disciplinary inquiry. Fourth, they ponder the problem of investigators' becoming locked into a single paradigm with its attendant set of presuppositions about psychological theory and research. Fifth, they outline some possible objections to their proposal and respond to them. Finally, they discuss some implications of their views.     

Assessing research in the history of psychology: past, present, and future.

Since 1970, the "New History" of American psychology has grown into a lively specialty, characterized by tightly focused research utilizing archival source material. The collective product so far is an accumulation of disparate pieces rather than a coherent story. For the future, a debate about critical developments in the discipline's history and their causes appears desirable, in order to produce a more informative analysis of this history.     

B. F. Skinner, 1926-1928: From literature to psychology

In the two years between graduation from college and enrolling in graduate school, B. F. Skinner tried to initiate a literary career, failed at the task, and chose psychology as a field for graduate study. In this article we examine his literary background for sources and themes specifically relevant to choosing psychology, and provide an interpretive framework of considerations that seem more generally relevant to understanding his failure as a creative writer and his subsequent career choice.     

Wanted: a new psychology of exemplars.

Present-day exemplar theory faces difficult challenges, and important questions have arisen about the kinds of exemplar effects and processes that are empirically supported, and about the kind of exemplar theory that could still be constructive. One question concerns whether exemplar generalization in memory and categorization is broad and collective--extending to many related exemplars stored in memory--or whether it is focused and singular--extending only to highly similar (nearly identical) exemplars. The present article considers this continuum from broad to narrow generalization. I demonstrate that in prominent memory and category tasks--tasks in which exemplar theory predicts broad generalization--generalization is in psychological reality very tightly focused. These demonstrations could ground a new, productive exemplar theory that is true to psychological process as humans conduct themselves in memory and category tasks. This new psychology may actually reprise the traditional exemplar theory that predated our sophisticated, mathematical exemplar models.     

Group psychology and the structural theory: a revised psychoanalytic model of group psychology.

It has been my aim in this paper to revise the existing psychoanalytic theory of group psychology in accordance with current structural concepts. The need for fundamental revision in the existing theory of group organization is demonstrated by its restriction to an oedipal paradigm, which cannot account for the regression to an oral paradigm of group organization during group formation. Freud's explanation of regression in crowds is reviewed. The limitations inherent in Freud's topographic and narcisistic models are demonstrated; irreconcilable contradictions are shown to exist between the two theories. A structural model of group psychology that is free from internal contradictions and provides a unifying explanation for both regression and merging in the crowd is developed. As a consequence of these revisions it is possible to conceptualize preoedipal organizations of group structure in addition to the oedipal paradigm proposed by Freud.