The role of tone sensation and musical stimuli in early experimental psychology

In this article, the role of music in early experimental psychology is examined. Initially, the research of Wilhelm Wundt is considered, as tone sensation and musical elements appear as dominant factors in much of his work. It is hypothesized that this approach was motivated by an understanding of psychology that dates back to Christian Wolff 's focus on sensation in his empirical psychology of 1732. Wolff, however, had built his systematization of psychology on Gottfried Wilhelm von Leibniz, who combined perception with mathematics,and referred to music as the area in which sensation is united with numerical exactitude. Immanuel Kant refused to accept empirical psychology as a science, whereas Johann Friedrich Herbart reintroduced the scientific basis of empirical psychology by, among other things, referring to music.     

Alan E. Kazdin: Award for Distinguished Scientific Applications of Psychology

Presents Alan E. Kazdin, the 2011 winner of the American Psychological Association Award for Distinguished Scientific Applications of Psychology. "For outstanding and pathbreaking contributions to the understanding of the development, assessment, and treatment of psychopathology. Alan E. Kazdin's theoretically innovative, methodologically rigorous, and scientifically informed research has significantly advanced knowledge of child and adolescent psychopathologies such as depression and conduct problems. His writings on research strategies and methods have set a high standard for rigor in the field. His work and his ideas have had an enormous impact on the science, practice, and teaching of psychology, and his research has strengthened assessment and treatment of children and adolescents in scientific and clinical settings. His passion, energy, wisdom, and wit have inspired countless colleagues and students over the years, and his work will no doubt continue to do so for many generations to come." (PsycINFO Database Record (c) 2011 APA, all rights reserved).     

Meehl's contribution to clinical versus statistical prediction

Paul E. Meehl's work on the clinical versus statistical prediction controversy is reviewed. His contributions included the following: putting the controversy center stage in applied psychology; clarifying concepts underpinning the debate (especially his crucial distinction between ways of gathering data and ways of combining them) as well as establishing that the controversy was real and not concocted, analyzing clinical inference from both theoretical and probabilistic points of view, and reviewing studies that compared the accuracy of these 2 methods of data combination. Meehl's (1954/1996) conclusion that statistical prediction consistently outperforms clinical judgment has stood up extremely well for half a century. His conceptual analyses have not been significantly improved since he published them in the 1950s and 1960s. His work in this area contains several citation classics, which are part of the working knowledge of all competent applied psychologists today.     

Murray Sidman's contributions to clinical behavior analysis

Murray Sidman was not himself a clinician nor directly involved in clinical research. Nevertheless, his experimental and conceptual work, especially in the area of stimulus equivalence, profoundly influenced the development of clinical behavior analysis. Before his work on stimulus equivalence, clinicians with a behavior analytic world view working with verbally sophisticated humans, were making some progress in understanding clinical phenomena and in developing innovative therapies. However, given the obvious and predominant role of verbal processes in both the development and treatment of clinical problems, that progress was constrained by the existing behavior analytic account of verbal behavior. Most fundamentally, it was hard to understand how, in the apparent absence of direct training, verbal events, even novel verbal events, acquire the functions of the nonverbal events that they stand for or represent. Sidman's work on stimulus equivalence, especially the transfer (transformation) of functions, offered an answer and thereby provided a conceptual framework of symbolic behavior around which clinical behavior analysis could cohere and develop.     

A social mind: The context of John Turner’s work and its influence

We review John Turner’s contribution to social psychology and his ongoing influence on the field. We provide an account of his research and theorising framed by the two major theoretical frameworks which he developed: social identity theory (together with Henri Tajfel) and self-categorisation theory. We elaborate the contribution of his work in developing an understanding of intergroup relations (in social identity theory) and specifying the social nature of the self, the salience of social identities, and of the importance of social identity for social influence, stereotyping, power, and leadership (within self-categorisation theory). We then locate these research programmes within Turner’s broader meta-theoretical goal of addressing major problems, issues, and themes within social psychology. These centre on (a) a critique of the pervasive anti-collectivism within much of social psychology, (b) a normative/political agenda for social change, and (c) a commitment to the social nature of the individual mind. These themes explicitly or implicitly infused his research and continue to inspire much of the work in the theoretical tradition that he pioneered.     

Paul E. Meehl's contributions to personality assessment

Many of Meehl's interests converged in his work on personality assessment. In empirical research, development of the K scale of the Minnesota Multiphasic Personality Inventory and various scales of other tests are noteworthy, but his most profound contributions were conceptual and philosophical. Essays on the role of base rates in clinical decision and on construct validity in psychological tests provided vital insights on core issues in assessment. The concept of nomological nets allowed systematic investigation of unobservable theoretical entities, with liberating effects on all natural sciences. An active clinician, Meehl understood deeply the complexities of professional service, but his insistence on empirical validation as the ultimate arbiter of the value of any procedure required all attainable rigor in the scientific foundations of clinical practice.     

The embodiment of reconciliation: order and change in the work of Frederic Bartlett

Frederic Bartlett (1886-1969) was one of the most prominent figures in British academic psychology during the 20th century. His psychological work has had a mixed reception, but there is no doubt that it continues to be much cited. Bartlett and his work have also attracted considerable historical attention both within history of ideas accounts and in attempts to understand the establishment of British academic psychology. The present article argues that new light can be shed on Bartlett's writings by seeing them as repeatedly grappling with 2 interrelated themes: the preservation of order and the adjustment to changing conditions. The article illustrates the ways in which these themes ran through his major works and informed some of his key theoretical concepts before going on to examine some of the potential sources for these themes.     

Developmental psychopathology. Current research, issues, and directions

Developmental psychopathology refers to the study of clinical dysfunction in the context of maturational and developmental processes. Although the field encompasses the entire life span, the present focus is on childhood. Special characteristics make the study of childhood dysfunction somewhat unique, including the emergence, evolution, and attenuation of seemingly problematic behaviors over the course of development; the manner in which children are referred for clinical evaluation; and complexities in identifying the appropriate foci for clinical intervention. Notwithstanding these obstacles, recent work has advanced considerably in diagnosis, assessment, and treatment of childhood disorders. The present article highlights recent advances in these areas and promising extensions in current research. Many advances have relied heavily on the extension of paradigms developed in research with adults. Additional research is needed that draws on and integrates conceptual and empirical work from developmental psychology.     

Georg Simmel and social psyhology

Georg Simmel (1858–1918), now best known as a sociologist, made a number of significant contributions to social psychology (especially in the field of small-group interaction) which have been recognized in recent decades. The study of hitherto often neglected material suggests that Simmel's early interest in psychology was maintained in much of his sociological work. The present study seeks to outline Simmel's interest in psychology within this wider context.     

The Wundt Myths

Three myths about Wundt have been perpetuated in English language accounts of his work. First, he is said to have founded a Psychologisches Institut (a formally recognized psychological research laboratory) in 1879. Second, he is said to be the first psychologist, as distinct from the first contributor to psychology. Third, he is said to have formulated an elementarist psychology of mental content or experience. The first and second are trivial myths which in isolation would be scarcely worth a comment. The third is a gross misrepresentation which ignores the purposivist-voluntarist underlay of his experimental cognitive psychology and the humanistic, cultural concern of his Völkerpsychofogie.     

Psychological Laws

John McDowell claims that the propositional attitudes, and our conceptual abilities in general, are not appropriate topics for inquiry of the sort that is done in natural science. He characterizes the natural sciences as making phenomena intelligible in terms of their place in the realm of laws of nature. He claims that this way of making phenomena intelligible contrasts crucially with essential features of our understanding of propositional attitudes and conceptual abilities. In this article I show that scientific work of the sort McDowell claims cannot be done is in fact being done, and that this work presents strong evidence that there are psychological laws. The research I discuss is that by the psychologist Norman H. Anderson and his colleagues. I also argue that the considerations McDowell presents in defense of his claims do not constitute a significant challenge to the research that Anderson and his colleagues have done. It will be noted in the article that Anderson's work is relevant not just to McDowell's writings, but also to several much discussed issues in philosophy of cognitive science: the above two issues of whether there can be a science of ordinary psychological phenomena, higher cognition, comparable to that of the natural sciences and whether such a science would present laws, and also the issue of whether in such a science, and its laws, notions of folk psychology would play crucial constitutive roles. Anderson's work presents strong grounds for affirmative answers to all of these questions.     

Teaching culturally informed psychological assessment: conceptual issues and demonstrations

Multicultural assessment requires a strong conceptual foundation to address the complex and dynamic nature of culture. I present 3 conceptual issues as well as the demonstrations or exercises that I use to teach these concepts to students in a doctoral program of clinical psychology. The first conceptual issue is that multicultural assessment requires a solid foundation in traditional assessment theory and methods. Second, culturally informed assessors specify and test what about the social and cultural world matters to avoid making inferences based on group labels associated with ethnicity or race. Third, culturally responsive assessors must formulate and test both culture-specific and alternative (impairment or dysfunction) hypotheses, which refers to shifting cultural lenses (Kleinman & Kleinman, 1991). I then review exercises and demonstrations to illustrate these conceptual ideas. My aim is to help instructors guide students of assessment toward integrating a process-oriented way of thinking about culture, one that promotes a critical approach to our understanding of the role of culture in human behavior and its assessment.     

Jung in education: a review of historical and contemporary contributions from analytical psychology to the field of education

The available literature on the influence of Jungian thought on the theory and practice of education leaves the impression that although the work of Carl Jung and analytical psychology have much to offer the field of education, the Jungian influence has so far been slight. While this has certainly been true, the last decade or so has nevertheless witnessed an increased scholarly interest in exploring how analytical psychology may inform and inspire the field of education. As an explanation for this burgeoning interest in Jung, several of the contemporary contributors mention that analytical psychology has the potential of functioning as a counterbalance to the tendencies in Western societies to focus on measurable learning targets and increasingly standardized measures of teaching and assessment. It seems pertinent then to gain an overview of how analytical psychology has so far inspired the field of education and how it may fruitfully continue do so in the future. To this end this paper is structured chronologically, starting with the different phases of Jung's own engagement with the field of education and ending with later post‐Jungian applications of his concepts and ideas to education.     

A Theistic Perspective on Ken Wilber's Transpersonal Psychology

Despite his disavowal of the 'transpersonalist' label, Ken Wilber remains the leading figure in the still evolving and ever-controversial field of transpersonal psychology. He has provided transpersonal psychology, seen by many in the academic community as a fringe discipline at best, with at least some degree of scholarly respect and philosophical and scientific legitimacy. Although Wilber's work has been the object of much criticism from fellow transpersonalists, little effort has been made to assess the value of his work from outside the transpersonalist community. This paper is an attempt to provide a 'non-transpersonalist' assessment. As a starting point, we will accept the reality, validity, and value of the transpersonal religious experiences that are the foundation of Wilber's work. However, in subjecting his thought to a philosophical and theological analysis, we suggest that his positions are seriously flawed. Specifically, we identify an ambiguous and inconsistent definition of 'God'; a flawed epistemology that privileges non-dualism without adequate justification; and faulty and selective use of textual sources to support his positions. Secondary issues include contradictory positions regarding the presence of a personal element in the divine nature, de-valuation of the individual self, and inadequate emphasis on the moral component of spiritual development.     

Antonio E. Puente: Award for Distinguished Professional Contributions to Independent Practice

Presents Antonio E. Puente as the 2011 winner of the American Psychological Association Award for Distinguished Professional Contributions to Independent Practice. "For his decades of efforts to enhance the recognition of psychologists in providing health care services, through his work with the Current Procedural Terminology (CPT) Panel to develop and maintain appropriate CPT codes for the breadth of professional practice; for his willingness to participate in litigation establishing the expertise of neuropsychologists to testify in court about their findings; for his tireless work in cross-cultural assessment relative to criminal trials; for his leadership of professional societies in clinical neuropsychology; for his promotion of legislation and policy at all levels of government; and for his countless other contributions to the enhancement of independent practice in psychology. Antonio Puente is a far-thinking visionary who freely shares his knowledge to improve the quality of psychological practice and the reimbursement system that attests to the worth of the profession. He is the very embodiment of the psychologist for whom this award is intended." (PsycINFO Database Record (c) 2011 APA, all rights reserved).     

The impetus to scientific psychology: A recurrent pattern

In the nineteenth century, the personal equation, which concerned individual differences in the accuracy of astronomical observations, provided an impetus to the development of experimental psychology. During the first decade of Wundt's laboratory, the measurement of the duration of mental acts received more experimental attention than any other subject. Twentieth century developments in theoretical physics have stimulated interest in the nature of mental operations and conceptual transformations, a topic which is currently receiving increased attention in psychology. It is suggested that the history of psychology may provide a useful data source for additional work in this area.     

Challenges in Piaget’s Legacy

The publication of After Piaget (Martí and Rodríguez 2012) hopefully triggers a new effort to understand the richness of the efforts of that major psychologist of the 20th century. Piaget was consistently concerned with part/whole relationships throughout his life. He addressed this issue philosophically, epistemologically, and psychologically. Conceptually Piaget struggled with the issue of continuity/discontinuity in development and changed his mind about how to reconcile the discontinuities of stages with his concept of development. I also attribute his variability to the implications of his important work on perception, and to his willingness to get involved in widespread concrete applications of his approach to education including the education of children with special needs; his center for genetic epistemology, and his interest in psychoanalysis. Benefiting from all the authors of After Piaget, I want to point out that Piaget has identified many major issues that will continue to constitute challenges to psychology in this century. These include specifying terms such as ‘development;’ methodological issues such as sampling both quantitatively in one culture and across cultures; comprehensive inclusion of the psychological processes covered by introductory textbooks in psychology; and conceptual issues such as the relationships among all these parts within a whole. I make a distinction between an ‘issue’ and a ‘problem’—problems have solutions; while issues refer to controversies in science generally as well as in psychology that have persisted for centuries.     

Teaching cultural sensitivity in psychological assessment: a modular approach used in a distance education program

In this article, I describe the teaching and evaluation of 8 multicultural assessment competencies in an American Psychological Association accredited, distance education, clinical psychology doctoral program. This modular approach consists of 15 hr of face-to-face, didactic and experiential multicultural assessment training designed to (a) augment personal awareness, (b) develop a conceptual base, (c) provide exposure to available assessment technologies, (d) ensure an understanding of an integrative model of culturally sensitive assessment, and (e) offer opportunities to apply this material to assessment cases. In addition to completing this training, students are evaluated on these competencies as part of their preinternship clinical comprehensive. I present preliminary evaluative outcome data as well as a critique of this approach.     

Revisiting Wittgenstein on Köhler and Gestalt psychology

In an article in this journal, Nicholas Pastore rejected Ludwig Wittgenstein's critique of Wolfgang K?hler and Gestalt psychology. Pastore appears not to have appreciated Wittgenstein's argument that K?hler mistook conceptual questions for factual ones. A simi-lar confusion seems to underlie at least some aspects of contemporary neuroscience. Be that as it may, Wittgenstein has had minimal influence on the research practices of psychologists while K?hler remains influential. This outcome would not have surprised Wittgenstein, who predicted that scientists would not see his work as relevant to theirs.