The big picture: Writing psychology into the history of the human sciences

The grand narratives which once gave order and readability to histories, of science and of the human sciences are widely rejected in current historiography, and historians focus on detailed studies of scientific knowledge and activity in particular contexts. How, then, are synthetic general histories, accessible to the non-specialist, to be written? This paper, designed as an open-ended discussion, reflects on the business of writing about psychology in a general history of the human sciences. It considers three large topics: reflexivity, and the situation in the human sciences where “man” is both subject and object; the boundary-less identity of the human sciences and hence the need to express values in delimiting the content of the field; and the long-standing debate about what sort of “science” is appropriate for knowledge of human beings. The conclusion turns to “the quest” as a narrative form. © 1998 John Wiley & Sons, Inc.     

The history of psychology in former Yugoslavia: An overview

The development of psychology in the country formerly known as Yugoslavia reflects different paths in the three republics of Croatia, Serbia, and Slovenia due to their distinct cultural and historical backgrounds. Although Marko Marulić, a Croatian Renaissance humanist, was credited with the introduction of the term “psychology” in the sixteenth century, psychology as a discipline was not introduced until the late nineteenth century. The establishment of psychology in academe and experimental work between the two World Wars were initiated by Yugoslavian students who were educated in prestigious laboratories in the West–Austria, England, France, and Germany. Immediately after World War II Yugoslavian psychology was influenced by Soviet experiences, but a “westward” shift followed Tito's breakup with Stalin. In the context of a unique nonaligned and nondogmatic form of communism, Yugoslavian psychology grew rapidly, providing contributions to diverse and primarily applied fields.     

Parallel lives: Community psychology in Latin America and the United States

Comparing the history of community psychology as it developed in the U.S. during the 1960s with the community psychology that developed 10 years later in Latin America, one is reminded of the title of Plutarch’s masterpice,Parallel Lives. Although there was very little contact or communication between the first community psychologists in these regions, very similar principles and orientations evolved. These similarities are particularly striking given the many ways in which the U.S. and Latin American contexts and histories differ. Since most readers are expected to be familiar with the history of community psychology as it developed in the U.S., this paper focuses primarily on the development of community psychology in Latin America in order to highlight areas of convergence as well as divergence from the U.S. experience. This paper is based on an address presented at the Fourth Biennial Conference, Society for Community Research and Action, Division 27 of the American Psychological Association, William and Mary College, Williamsburg, Virginia, 1993. The author acknowledges the valuable help received from J. R. Newbrough and from the referees in the revision of this paper.     

Domestic violence in primary care: The psychologist's role

This paper highlights the difficulties facing medical and mental health professionals in helping families in which there is violence. Emphasis is placed on how domestic violence presents in primary care medical settings. Physician and patient characteristics that interfere with domestic violence detection are reviewed. A role is outlined for psychologists in primary care settings to facilitate detection and treatment. Facilitative efforts include educating physicians through collaboration and serving as an on-site resource for information and consultation.     

The course in the history of psychology: present status and future concerns

The present study provides a turn-of-the-century status report on the teaching of the history of psychology in colleges and universities in the United States. The data indicate that the course is offered regularly in most departments of psychology and is frequently required of majors; these findings are consistent with earlier research. Most instructors teach the course largely out of personal interest and self-taught expertise with their primary teaching and research commitments to other areas of psychology. Few instructors engage in publication of research and scholarship in the history of psychology, although there are 2 journals in the field that provide an outlet for scholarship. The few positions that allow for primary commitment to teaching and research in the history of psychology is a possible cause of concern for the future of the course and for its place in the education of psychologists in the 21st century.     

The new history of psychology: a review and critique

In the past 30 years, the "new history of psychology" and its adherents have advocated a critical approach to scholarship, increased use of primary sources, a focus on sociopolitical forces, and the active inclusion of psychologists from underrepresented groups. This article argues that many scholars exaggerate the differences between old and new history of psychology, and that where the differences are indeed large, those discrepancies reveal certain limitations unique to the new history approach. These limitations, presented in the form of 5 questions posed to new historians, lead to a discussion of professional issues in the history of psychology.     

Laboratory instruments in the history of psychology

The importance of laboratory instruments as sources for the writing of the history of psychology is stressed, and illustrated through the use of examples where their study has been profitable. Most importantly, the role of the Hipp chronoscope in the reaction-time experiment is discussed, and the importance of various changes introduced into its design by James McKeen Cattell is shown. A photograph, first exhibited by the Department of Psychology of Clark University at the 1893 World's Columbian Exposition in Chicago is included, and further illustrates the importance of these instruments to historians.     

The concept of suggestion in the early history of advertising psychology

As early as 1896, experimental psychologists began studying the mental proccesses involved in advertising. The first psychological theory of advertising maintained, in effect, that the consumer was a nonrational, suggestible creature under the hypnotic influence of the advertising copywriter. Walter Dill Scott was the major proponent of this theory, and it was largely through his writings that advertising men learned about the psychology of suggestion. Scott's theory was consistent with a growing trend in the advertising profession toward viewing consumer behavior as irrational. Scott's efforts might also be viewed as part of the trend in the advertising profession toward seeking a scientific basis for copywriting theory and practice.     

Indigenization and the history of psychology

This article argues for the development of a historical perspective to help understand the process of indigenization in psychology. The indigenization of psychology in both the United States and India is shown to be part of larger social, economic, and political processes. A center and periphery model of knowledge production and praxes is deployed to show how practices of scientific imperialism are used to maintain the hegemony of the center. It is argued that historical approaches may be useful to challenge and counter such practices. Finally, the authors call for a polycentric history of psychology that will correspond to the emerging polycentrism exemplified in indigenous psychologies.