Gestalt in social psychology

Summary Citations superficially suggest that the relationship between Gestalt theory and contemporary social psychology is hardly recognizable if we disregard the occasional homage to Kurt Lewin. Neither Gestalt nor field theory belongs to the present pool of social-psychological theories. On the other hand, it can be shown that basic concepts of Gestalt theory have survived under various names and are still of central importance. The author outlines a model of theory sedimentation according to which Gestalt theory, after a brief period of impact on mainstream social psychology has, by sedimentation, become an implicit theory which still feeds explicit models and theories in contemporary social psychology.     

Gestalt psychology in Italy

Graz gestalt psychology was introduced into Italy after World War I with Vittorio Benussi's emigration to Padua. His earliest adherent, Cesare Musatti, defended Graz theory, but after Benussi's premature death became an adherent of the Berlin gestalt psychology of Wertheimer-K?hler-Koffka. He trained his two most important students, Fabio Metelli and Gaetano Kanizsa, in orthodox Berlin theory. They established rigid "schools" in Padua and Trieste. The structure of Italian academics allowed for such strict orthodoxy, quite unlike the situation in America, where scientific objectivity mitigated against schools. In the 1960s, some of the students of Metelli and Kanizsa (above all Bozzi) initiated a realist movement-felt in Kanizsa's late work-that was quite independent of that of J. J. Gibson. Finally, more recently, Benussi and Graz theorizing have been embraced again, sentimentally, as a predecedent to Kanizsa-Bozzi.     

Gestalt psychology in the soviet union

Summary The influence of the Berlin school of Gestalt psychology on Soviet psychology in the period before the reactological debate (1931) is analyzed. A review of the channels of communication (congresses personal visits, translations, review papers) shows that Soviet psychologists were well informed about Gestalt psychology, and that the members of L.S. Vygotskij's circle were the main promotors of Gestalt ideas in the Soviet Union. Gestalt psychology was welcomed as a potential ally in the construction of a Marxist psychology first outlined by K.N. Kornilov. The initial enthusiasm for Gestalt psychology was stimulated by the system concept as developed by Wolfgang Köhler, and A.R. Luria made an attempt to demonstrate the compatibility between Köhler's theory and some general methodological implications of dialectical materialism. Later on, the focus of interest shifted to Köhler's investigations of intelligent behavior in apes, which formed part of the empirical base of the historico-cultural theory of mental development. The impact of Gestalt ideas served an important function in the struggle against mechanistic theories of behavior which were at that time predominant in Soviet psychology.Thanks are due to Josef Broek and Sonia Argyle, who have kindly agreed to polish my English. The remaining teutonisms are not their fault. All translations from Russian or German sources were done by the author. Please address offprint requests to Eckart Scheerer, Universität Oldenburg, FB 1 - Psychologie, Birkenweg 3, 2900 Oldenburg, Federal Republic of Germany     

Evolutionary psychology: the emperor's new paradigm

For some evolutionary psychology is merely a field of inquiry, but for others it is a robust paradigm involving specific theories about the nature and evolution of the human mind. Proponents of this paradigm claim to have made several important discoveries regarding the evolved architecture of the mind. Highly publicized discoveries include a cheater-detection module, a psychological sex difference in jealousy, and motivational mechanisms underlying parental love and its lapses, which purportedly result in child maltreatment. In this article, I argue that the empirical evidence for these "discoveries" is inconclusive, at best. I suggest that, as the reigning paradigm in evolutionary psychology has produced questionable results, the evolutionary study of human psychology is still in need of a guiding paradigm.     

Throwing spatial light: on topological explanations in Gestalt psychology

Phenomenology and the Cognitive Sciences - It is a well-known fact that mathematics plays a crucial role in physics; in fact, it is virtually impossible to imagine contemporary physics without it....     

The beginnings of Gestalt psychology in the United States.

Robert M. Ogden's unrecognized contributions to the beginnings of Gestalt psychology in the United States are briefly discussed. It is proposed that he not only introduced Gestalt psychology to this country through his books, but was also instrumental in bringing Gestalt psychologists to America.     

Semantics and the computational paradigm in cognitive psychology

There is a prevalent notion among cognitive scientists and philosophers of mind that computers are merely formal symbol manipulators, performing the actions they do solely on the basis of the syntactic properties of the symbols they manipulate. This view of computers has allowed some philosophers to divorce semantics from computational explanations. Semantic content, then, becomes something one adds to computational explanations to get psychological explanations. Other philosophers, such as Stephen Stich, have taken a stronger view, advocating doing away with semantics entirely. This paper argues that a correct account of computation requires us to attribute content to computational processes in order to explain which functions are being computed. This entails that computational psychology must countenance mental representations. Since anti-semantic positions are incompatible with computational psychology thus construed, they ought to be rejected. Lastly, I argue that in an important sense, computers are not formal symbol manipulators.     

The role of the feedforward paradigm in cognitive psychology

Feedforward control is a process adjusting behaviour in a continuative way. Feedforward takes place when an equilibrium state is disrupted and the system has to automatically retrieve the homeostatic stable state. It also occurs when a perturbation is previewed and must be eliminated in order to achieve a desired goal. According to the most general definition, a feedforward process operates by fixing the future representation of the desired state, the achieving of which stops the process. Then, feedforward works by means of the refinement determined by successive comparisons between the actual and target products. In its applications, a feedforward process is thought to be modulated by the subject’s purpose and the environmental state. Over the years, the feedforward process has assumed different connotations in several contests of cognitive psychology. An overview of the research fields in psychology that significantly progressed with the introduction of a feedforward paradigm is provided by: (a) reviewing models in which the feedforward concept plays a fundamental role in the system control; (b) examining critical experiments related to the interaction of feedforward and feedback processes; (c) evidencing practical applications for some of the presented feedforward-based architectures.     

Developmental psychology in the real world: A paradigm of parent education

Twenty years ago, William Kessen, Greta Fein and I developed and tested a model of parent education, a model which involved variation in curricular content, didactic approaches, and child outcomes–experimentally contrasted. Our experience yielded some valuable lessons about the extent to which researchers can influence parents' behaviour, and parents their children's development. In the present article I suggest that these lessons might be useful for researchers now as they were for us then. I present some observations about the research that developmental psychologists have done in the intervening two decades and suggest that we could learn much by using such a model of parent education to answer questions about the effets of parents' behaviour on children's development. Carefully done, parent education studies can yield valuable information about many of the questions raised in recent correlational research. Parent training research can suggest hypotheses that can be tested with data collected non-interventively and analysed in causal model analyses–and vice versa. What is more, because one reason for studying parent effects is so that we can offer guidance to parents about rearing their children, this design has a particular advantage; it is both the medium and the message.     

Pavlov and the demise of the influence of Gestalt psychology in the Soviet Union

Summary The demise of the influence of the classical Gestalt psychology in the Soviet Union has been linked to I.P. Pavlov's negative stance toward Gestalt tenets. Actually, Pavlov's attitude toward Gestalt psychology was by no means uniform. Pavlov was receptive to, as well as critical of a number of substantive issues. He acknowledged the Gestalt interpretation of transposition, but criticized the Gestalt rejection of association and learning by trial and error. Pavlov's strongest objection to Gestalt psychology centered on the philosophical issues of causality, methodology, and on the problem of mind and body. Despite these objections, no direct evidence links Pavlov's criticism of Gestalt theses to the weakening of their influence on Soviet psychology. Instead, the demise of classical Gestalt psychology in the Soviet Union should be attributed to political exigency. Soviet authorities, in a period of political crises, were intent upon the elimination of all traces of bourgeois psychologies.     

Research Report: Students' knowledge of abnormal psychology

The present study aims to compare whether final year psychology students (n = 26) could answer more items on a multiple choice questionnaire (MCQ) correctly on abnormal psychology than prospective psychology candidates (n = 77) and final year engineering students (n = 26). The three groups of students completed MCQs in five different fields of abnormal psychology namely; eating disorders, schizophrenia, anxiety disorders and depression, sexual disorders, and personality and compulsive disorders, respectively. They were also asked to indicate their confidence level in relation to the accuracy of the answers they had given. The results showed that final year psychology students scored higher on levels of accuracy, as well as confidence on all measures compared to the two other groups. On the subject of sexual disorders, engineering students scored higher than prospective psychology students. Implications of the present findings are discussed.